COURSE PH.

D EM
COURSE CODE EM 609
COURSE DESCRIPTION SCHOOL-BASED MANAGEMENT
TERM SUMMER
PROFESSOR JULIOUS VERSOZA, PHD
DISCUSSANT SOL T. PALACIO
TOPIC/S 5. DEVELOPMENT PLANNING IN SBM
5.1 The School Improvement Plan (SIP)
Content
Function in SBM
5.2 Principles of SIP
5.3 The SIP Cycle and formulation adjustment and
adjustment of development plan
5.5 The AIP, TIAP, WFP and its interrelationship
Content
Process Flow
Monitoring and Evaluation
5.6 SIP Implementation and Reporting
Implementation Plan
Accomplishment Report
SRC, school paper and other quad media platforms

1.0 Intended Learning Outcome

1. To externalize the Content, Function in SBM
2. To learned the Principles of SIP and the importance of its Implementation to School
3. To learn the Cycle and Formulation adjustment and adjustment of Development Process
4. To know the different component in the SIP Process

1.1 Introduction
A School Improvement Plan (SIP) is a road map that establishes the changes that the school
needs to improve student’s achievement and shows how and when these changes will be made.
A three -year education development plan that embodies the vision and mission of the school. It
contains the profile of the school and community, problems and needs, goals, objectives standards
and targets, implementation plan, monitoring and evaluation plan, communication and advocacy
plan, documentation and reporting to stakeholders and signatories. It is translated into an Annual
Implementation Plan. These SIPs serve as the major bases of the Division Education Development
Plan (DEDP)

1.3 Content
School Improvement Plan
1. A. What is School Improvement Planning? School improvement Planning is a process by which
members of the school – community conducts a thorough evaluation of their school’s
educational programming in the previous school years and the development of a written school
plan that: • establishes the starting point for ongoing evaluation of efforts and • unifies
 independently organized school improvement efforts from various areas of the total school
program into a single, focused process.
2. B. What is a School Improvement Plan? A School Improvement Plan (SIP) is: • a road map that
establishes the changes that the school needs to improve student achievement and shows how and
when these changes will be made. • a three-year education development plan that embodies the
vision and mission of the school. It contains the profile of the school and the community, problems
and needs, goals, objectives, standards and targets, implementation plan, monitoring and
evaluation plan, communication and advocacy plan, documentation and reporting to stakeholders
and signatories. It is translated into an Annual Implementation Plan. These SIPs serve as the major
bases of the Division Education Development Plan (DEDP).
3. • a comprehensive overview of major priorities to which the school will commit its resources
including activities which are supportive of the national program of the Department and
best/effective practices to be sustained.• a document which embodies what a school wants to
achieve and the manner with which to achieve it ensuring that the school maintains its prevent
strengths towards an enhanced learning environment for students.• an instrument by which the
community can hold a certain school accountable for student performance.
4. B. Who are involved in School Improvement Planning? Below are the proposed members of
the SPT and their roles and responsibilities, which may be expanded as the school/school council
sees it fit: Stakeholder Planning Responsibilities School Governing • Actively participates in the
development of Council (SGC) the SIP by establishing priorities and setting representative goals
and strategies for school improvement • Initiates the formation of the School Planning Team •
Convenes the School Planning Team School Head • Provides leadership and guidance in the
development of the plan, clearly explain the SIP planning process to the planning team and helps
them understand their role in the process • Facilities actual planning workshop
5. Stakeholder Planning Responsibilities • Provide needed information relative to teaching and
learning process Teachers • Actively participate during the development of the SIP establishing
priorities, setting goals and formulating implementation strategies for the plan. • Share insights
about what their children need to learn and the difficulties they face in school, Parents their
aspirations for the school and their children, present other areas of concerns; and participate in
setting goals, strategies, and priorities of the school • Commit available resource in the
implementation of the plan
6. Table 6. Actual Accomplishments Versus Targets Stakeholder Planning Responsibilities •
Share insights about their difficulties in the school and participate in setting goals, Students
strategies and priorities of the school. • Share valuable information on the interest of the community
in school improvement and Barangay and LGU participate in setting goals, strategies and
Representative priorities of the school • Commit available resources in the implementation of the
plan.
7. A. How do we prepare the SIP Preparatory Purpose Time Persons Activities Frame Involved?
Calling for a to present the school profile to the March or School Head general community April
(SGC) assembly School• Forming a to draw insights/inputs from the community for the
development of Community School the SIP Planning Team To inform the community about the
development of the SIP To distribute parent/student/teacher survey questionnaire to the community
to determine the satisfaction level of the respondent on the way the school is being manage
8. 1. Organizing To orient the SPT members April School Head about the tasks at hand reproves
and (SGC) and responsibilities preparing SPT the SPT to determine what resources (budget,
supplies, and equipment venue, etc.) are needed in the preparation of the SIP To determine what
technical assistance is needed (from the Division, Region and Central Office) in the preparation of
the SIP1. Collecting, to gather data from the school April-May- SPT organizing management
information system June and (SMIS) analyzing school to gather survey results (parent/ data
student/teacher survey, CFSS Self-Assessment Guide and APPES and Sterling Silver “School Self
Survey Tool) To fill-out school report card
9. 1. Identifying core to identify core values and June SPT values and formulate vision and mission
(SGC) formulating vision and mission1. Determining To determine school goals June SPT school
goals and objectives objectives1. Formulating To formulate Work and June-July SPT Work and
Financial Plan and Annual Financial Plan Implementation Plan and Annual Implementation Plan1.
Developing the to develop the School’s August SPT School Monitoring and Evaluation Monitoring
and Plan and Structure Evaluation Plan and Structure
10. 1. Organizing for to prepare the school for SIP September School Head implementation
(SGC) School Community 9. Writing the SIP To finally organize the October SPT contents of the
plan with (SGC) November reference to items 3 to 8 of this table December Division10. Presenting
the SIP To submit the SIP to the December SPT to the School Council for approval (SGC) Council
for and Division for acceptance School approval and Community Division for Acceptance11.
Preparing To determine strategies to January SPT advocacy plan effectively advocate for (SGC) for
the SIP support of the plan from various stakeholders School Community12. Communicating To
present the plan to the February SPT the Plan stakeholders (SGC) Onwards School Community
11. 1. Orientation To conduct workshop on February School on implementation start up; clarify
School Implement roles of those involved and determined activities on the Community action Start
implementation of the SIP Up
12. Communicating the Plan STEP 1: Implementation Start Up Collecting, Organizing, & Analyzing
School Data STEP 2: STEP 7: Identifying Core Values & Writing the Formulating the School
Vision & Mission Improvement Plan SIP Statements STEP 3:STEP 6: Planning Determining
School Goals & Cycle Organizing for implementation Objectives STEP 5: STEP 4: Developing the
Formulating the School’s Work & Financial Monitoring & Plan and Annual Evaluation Plan
Implementation and Structure Plan Figure 1: Steps in the Formulating of the School Improvement
Plan.
13. STEP 1: Collecting, organizing and Analyzing School Data Input Process Tool Output SIP
Outline Accomplished School Profile School Report Card Initial Data Situation Data (SRC)
Inferences Analysis Figure 2: Graphical Illustration of Step 1
14. A. Data Gathering and Organization To organize school data the use of the SRC Format is
suggested. Advantages of the SRC: 1) It allows the SPT to review substantial school data in one
glance 2) It provides the opportunity for the school to conduct trend analysis allowing initial
inferences to be made from their data Planning Indicators Description and Collecting of Data
Enrolment • Collect 5-year enrolment data. (to forecast enrolment • Only the August enrolment is to
be indicated in the SRC • Use the Form 3 or the Government School Profile as the basis for this
planning indicator • To be filled up only if the school is managing an ALS Enrolment program.
Otherwise, place N/A or not applicable Personnel • Count only the plantilla-items including the
vacant position/s. • TICs are not to be counted under the Principal item but rather under the Teacher
item. Put remarks on the last column (What are these data telling us? Of the SRC that a teacher is
designated as TIC. • In accounting for teacher items, exclude locally paid and volunteer teachers • In
accounting for non-teaching /support personnel, exclude teachers who are designated to perform
administrative responsibilities in the school.
15. Planning Indicators Description and Collecting of Data Physical Facilities • Count only physical
facilities based on “intent” and not on “utility”. Meaning, the laboratory which was converted as a
classroom is counted under laboratory and not under classroom. • Exclude demolished facilities in
the count Classroom • Refers to the desks, armchairs, set of table and chairs, blackboard, laboratory
tables & chairs, cabinets, teacher’s Furniture tables & chairs and others • Do not count furniture that
are not serviceable or condemnable or those personally owned by the pupil/student & teacher. •
Count as 1 of 1 set of Table and 2 chairs (new model) Office Equipment • Refers to computer solely
used in the office, typewriter, photocopier, mimeographing machine, fax machine, sound system
and thermals Community • Refers to the ALS Learning Center offering different kinds of
community-based training programs Learning Center
16. Planning Indicators Description and Collecting of Data Site Ownership • Refers to the status of
the school site acquisition Learning Facilities • Please refer to the DECS Service Manual 2000&
Equipment • Prepare a separate list of all required equipment. Attach the document to the SRC •
Place a checkmark if all listed equipment is present in the school and come up with a total to be
reflected in the SRC per learning facilities. • Multimedia refer to computers for instruction, TV set,
video or DVD or cassette player & others Textbooks • Only BEC-based textbooks (SEMP) are to
be included in the SRC. Exclude in the computation any other textbooks which are not SEMP •
For the ALS, indicate the materials per learning strand. Medical/Dental * Refers to the kind of
services the school children availed such as dental check-up/tooth extraction, physical check-
Services up, deworming, and others.
17. Planning Indicators Description and Collecting of Data Learner Performance> NAT Result •
Refers to the MPS per subject area Reading • Refers to the PHIL-IRI result or other reading
assessment tool utilized by the school Comprehension Teacher-Pupil Ratio • Refers to the total
number of enrolments against total number of nationally paid teachers. Exclude volunteer or
locally paid teachers in the computation Textbook-Pupil • Refers to the number of textbooks
(SEMP) against total number of enrolments. Ratio • For the ALS, refer to the number of learning
strands available against total number of enrollees
 18. Planning Indicators Description and Collecting of Data Nutritional Status • Indicates the
number of pupils/students who, after being examined, are classified as Normal, Above Normal, or
Below Normal status of nutrition • Secure information from your school MIS or the School Nurse
assigned Class Size • Refers to the pupil/student requirement at 45 per class Instructional • Refers
to the frequency of supervision and the number of teachers supervised per month Supervision
Parents’ Rate of • Attendance to the Home Room or General PTCA participation Assembly will be
used as bases for computing this indicator. • Reflect the average number of attendees over the total
number of parents in the School Public Expenditures • Refers to the financial allocation / support
given by LGU to the school
19. Planning Indicators Description and Collecting of Data School • Refers to the recorded
incidence in the school such as: theft, conflicts and others environment Performance • Secure all
indicators listed below from your school MIS or Division Planning Office for the past three (3)
years. Indicators • Indicator percentage should be up to 2 decimal places • Graduation Rate is
translated to: Number of Graduates Graduation Rate (March) over number of enrolment (March) x
100.Promotion Rate • Promotion Rate assesses the extent of pupils/students who are promoted to
the next grade/year level. • Formula: Number of Promotes (March) over Number of Enrolment
(March)Simple Dropout • The Simple Dropout Rate calculates the percentage of pupils/students
who do not finish a particular grade/level. Rate • Formula: Number of Dropouts over Enrolment
(August) x 100.
20. Planning Indicators Description and Collecting of Data Failure Rate • This indicator evaluates
the extent of pupils/students who failed a given grade/year level. • Formula: Number of Failures
over Number of Enrolment x 100Repetition Rate • This indicator determines the number of
pupils/students who repeat a grade/year level. • Formula: Number of Repeaters current SY over
Number of Enrolment Aug. previous SY x 100.Retention Rate • The Retention Rate determines
the degree of pupils/students in a particular school year who continue to be in school in the
succeeding year. Completion Rate • This is the percentage of first year entrants in a level of
education who complete/finish the level in accordance with the number of years of study.
21. Step 2: IDENTIFYING THE CORE VALUES AND FORMULATING THE VISION AND
MISSION A. Step in Determining School Core Values A.1 Review the Values Clarification
Checklist Values Checklist People Processes Performance Equality/Equal Close Relationship
Ecological Awareness opportunities Respect Fairness Open and Honest People Fairness Helping
other people Honesty Justice Influencing others Fast paced work Excitement Order (stable,
conform) Helping other people Honesty Systematic Influencing others Flexibility Creativity
Lifelong learning Professionalism Flexibility Order (stable and conform)Loyalty Effectiveness
Ranking against others
22. Step A.2: Identify top 10 school values Step A.3: Out of the 10, identify your 5 most values
step A. 4: From the 5, come up with only three values Step A. 5: Ask participants to agree on
3topmost school values step A.6: Describe the values
23. Formulation of Vision, Mission Statements Vision is the “WHAT” It is an expression of a
destination towards which the school should aim. A vision should be: - clear - memorable - linked
 with client need and - involving the vision will help our school develop systems and rules that
would guide us in the pursuit of our school mission.
24. WHAT IS A MISSION STATEMENT? A mission statement is something that describes the
path the school chooses to take to become what it wants to be as expressed in its vision statement. A
mission statement: -- provides the focus, the map; --- tells the reasons for making the trip or the
journey; --- specifies what is valid, what we as an organization pledge to do; --- tells who we are and
what we do; and--- addresses the needs of clients and stakeholders
25. SHARED VISION WHERE DO WE WANT TO GO MISSION HOW DO WE GET
SITUATIONAL ANALYSIS Where are we now
26. Below is a sample of how mission pillars will look like at the end of the workshop. QUALITY
SCHOOLGRADUATE MANAGEMENT FACILITIES Produce high School run by SCHOOL
quality of Have enough a very COMPLETE Infrastructures books effective PERSONNEL
ANCILLARY TURE Principal SERVICES Attain Have a Hire computer globally Acquire To have
good teachers Establish functional competitive vehicle for instructional functional teachers office
students the school leader Have an school To have Acquire English major canteen Produce To have
good stable functional teacher computer working laboratory Have a electricity Add teachers literate
relations with functional students Acquire stakeholders Build more guidance classrooms To have a
sports services Graduate school equipment Have skillful medical Have a school comfortable
students Implement services clinic learning center To have God school Request for fearing
electrification clerk To have To a science students Have a complete laboratory rm. security guard
laboratory Have Produce functional teaching guidance office learning aids
27. Vision Mission Draws on the values and beliefs and •Draws on the beliefs and values of the
environment of the organization Describes what you want to see in the •Is future-oriented and
portray the future organization as it will be, as if it already Specific to a certain organization exits
Positive and inspiring •Is specific to the organization, not generic Does not assume that the system
will have the same framework as it is today •Is a short statement, not more than one or two
sentences Open to significant modification to current organizations, methodology, teaching
techniques, facilities, etc.
28. Step 3: Determining the School’s Goals and objectives Determining the Goals of the School
Having determined the priority concerns of the school, the SPT is now ready to establish (or revise)
improvement goals that address the priority needs of the school. The goals need to be substantive
and attainable, so the fewer the goals, the better. All goals should be anchored on the Education for
All (EFA) Goals, but should be crafted based on the results of the data analysis. Developing the
School’s Objectives Develop objectives that would measure the progress in accomplishing the
goals. Objectives should contain the following elements: Specific, Measurable, Attainable; Realistic
and Time bound
29. STEP 4: Formulating the Work and Financial Plan and Annual Implementation Plan (AIP)Input
Process Tool Output SIP Outline WFP School goals & Planning Objectives matrices Programs and
School Hierarchy Actions for Report approach Three years Card AIP Figure 4. Graphical
Illustration in Formulating the WFP and AIP
30. To complete the information required in the three-year WFP, the following are identified: *
Priority Improvement Areas – such a school leadership, internal programs, external programs and
special projects. * Objectives of each improvement area * The programs, projects or activities to be
undertaken to carry out the objectives * Resource Requirement * Time Line * Sources of Funds
required
31. Table 1. Three-Year Work and Financial Plan Matrix Template Programs, PRIORITY Projects,
Resource TIME LINE IMPROVE Required AMOUNT & TARGET SOURCES OBJECTIVE
MENT Activities OF FUNDS YR. YR. YR. AREAS 1 2 3 MOOE PTCA LGU Others
TOTAL SUB-TOTALS TOTAL
32. Table 2. Example of an Accomplishment Work & Financial Plan Matrix Template PRIORITY
OBJECTIVES PROGRAMS,PROJECT, RESOURCE TIME LINE AMOUNT & TARGET
SOURCES OF FUND IMPROVEMENT ACTIVITIES REQUIRE- AREAS MENT MOOE PTCA
LGU Others YR. YR. YR. 1 2 3 - to strengthen areas * Regular instruction consultation P
1,000.00B. School of * Regular classroom visits 2,000.00 Leadership supervision * Regular faculty
meeting 10,000.00 & internal * Regular mentoring/coaching 2,000.00 management P 15,000.00 - to
increase the * Implementation of Red-A- 100,000.00B. Internal academic Thon, PHIL IRI, etc.,
50,000.00 Improvement performance * Continuous implementation of Objectives of the pupils
Open AURA 350,000.00 * Enhancement of pupils through P 500,000.00 fun and away games - to
increase * Improve physical environment 500,000.00B. External participation for learning
750,000.00 Improvement rate from * Construction of school fence 52,000.00 Objectives 86% to
95% * Construction of pathways 150,000.00 * Implementation of EPP to 90,000.00 address
malnutrition P 2,500,000.00 * Improve the availability of classroom furniture’s & IM’s TOTAL
P3,000,015.00 SUB-TOTALTOTAL P 3,000,015.00
33. Table 3. Annual Implementation Plan Matrix Template Year _________ A B C D E
FPRIORITY OBJEC PROGR RESOURCE TIME FRAME SOURCES & AMOUNT OF
FUNDSIMPROVE TIVES AMS REQUIREMENT MENT PROJE Q1 Q2 Q3 Q4 AREAS CTS
Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE LGU PTCA Others ACTIVI TIES SUB-
TOTALS TOTALS TOTAL
34. STEP 5. Developing the Monitoring and Evaluation Plan and Structure The objective of this
step is to enable the school to track its progress and make timely adjustment on the School
Improvement Plan: Input Process Tool Output SIP Outline School goals and objectives M&E
Annual Implementation Matrix M&E Organizing for Plan School goals plan Implement-and
objectives Table 4 Annual Implementation Plan Report Card Figure 5. Graphical Illustration on
Monitoring and Evaluation Plan The school goals and objectives and the suggested planning
matrices for the three-year WFP and AIP are required inputs to this activity
35. Monitoring is the purposive gathering of pertinent information relative to how well targets are
achieved and the manner with which these targets are achieved. Evaluation is the analysis of
information gathered during the monitoring phase with which one can make judgment on the
effectiveness of the school.
36. STEP 6. Organizing for Implementation An SIP Implementation Team should be organized in
the school by the school head to:1. manage SIP implementation;2. organize priority improvement
area team approved by the school head which will manage different programs and activities in the
AIP and the 3-Year Work and Financial Plan;3. make regular reports (e.g. monthly) to the school
head as regards status of SIP implementation;4. make recommendations to the priority
improvement area team regarding interventions that are considered necessary in successful plan
implementation;5. assist the SPT in enhancing the SIP every year during SIP revisit;6. convene
regularly (e.g. monthly, quarterly) to discuss implementation issues.
37. Sample composition of a SIP Implementation Team (specific membership will depend on the
program of work in the SIP)1. One Head Teacher or Master Teacher - Chairman2. One Science
Teacher3. One Mathematics Teacher4. One English Teacher5. One TLE/EPP Teacher preferably
Shop or Industrial Arts Teacher6. Two student/pupils representatives7. One Parent or LGU
38. Composition of SIP M & E Team:1. One Department Head Teacher or Master Teacher2. Two
teachers who have the capacity to conduct SIP M & E as determined by the school head3. One
parent representative for every grade level4. One LGU representative5. One School Council
Representative
39. ---------------------- DIVISION DISTRICT OFFICE SCHOOL’S SPT STAKEHOLDERS SIP
IMPLEMENTATION M&E TEAM School Internal External Special Leadership Improvement
Projects Program Area Program Area Program Team Fig. 6. Suggested Organizational Structure
for SIP Implementation
40. The SIP IMPLEMENTATION TEAM undertakes the followingfunctions:1. Organize program
teams approved by the School Head which will manage different programs and activities as
reflected in the 3-year WFP and the AIP;2. Make regular reports (monthly, quarterly, semi-annual
or annual) to the School Head as regards the status of SIP implementation;3. Make
recommendations to the program teams regarding actions that are considered necessary in
successful plan implementation;4. Assist School Planning Team in enhancing the SIP every year
during the SIP revisit; and5. Convene regularly to discuss implementation issues together with
School Heads and M & E Team
41. The SIP MONITORING AND EVALUATION TEAM that monitors and evaluates the plan
implementation. Specifically, it shall:1. Conduct monitoring during plan implementation like
gathering, recording, organizing, storing data and ensuring that school records are complete and up
to date;2. Evaluate results of SIP implementation which will be made as basis for decision making
by the SH for interventions;3. Make regular reports and submit to SH;4. Update M & E plan
during SIP revisit;5. Design monitoring and feedback system (e.g. flow of reports and feedback,
reporting schedules, monitoring and feedback forms);6. Analyze and interpret data and provide
copy to the School Head and program teams;7. Convene regularly to discuss M & E concerns
together with implementation team and SH;8. Monitor school and learner performance and
recommend to the SH, actions to improve learner achievement.
42. Suggested composition of the teams. SIP Implementation Team SIP M & E -One HT or MT –
chairman -One HT or MT -One Science Teacher -Two Teachers -One Mathematics Teacher -One
parent representative -One English Teacher -One LGU representative -Two pupil representatives -
One School Council -One parent or LGU Representative
43. Head of School School M & E Team Implementation Team Physical Student/ School
Curriculum Staff Facilities and Pupils & Instructional Finance Programs Co-Curricular
Development Others Team Activities Team Materials & Team Equipment Team Fig. 7. School
Improvement Plan Implementation Structure (Suggested Format for Small Schools)
44. Suggested Roles/Functions of Program Teams1. Physical Facilities & Instructional Materials
& Equipment Team a. Prepares master plan on physical facilities and instructional materials and
equipment b. Make annual inventory of facilities, materials and equipment c. Identifies physical,
materials and equipment needs d. Assists the preparation of project proposal to source out funds
for physical facilities, materials and equipment projects e. Takes the lead role in implementation of
physical facilities project f. Takes charge of procurement of materials and equipment g. Conducts
regular inspection of physical facilities informs the school head on the status and make
recommendation h. Prepares list of measures on the care and use of physical facilities, materials
and equipment
45. Head of School M & E Team Physical Curriculum Student/ School & Instructional Pupils Staff
Facilities and Others Instructional Finance Team Co-Curricular Development Composed of
Activities Team programs Materials & Team 5 DH Team Equipment Team Science program team
Mathematics program team English program team Pilipino program team Makabayan program
team Fig. 8. School Improvement Plan Implementation Structure (Suggested format for Big
schools w/ Dept. Heads)
46. 2. Curriculum and Instructional Programs Team a. Organizes program teams per subject area
b. Lists roles and functions of each subject area program team c. Convenes regularly with SH,
Implementation team and M & E team d. Records best practices, facilitating and hindering factors
in relation to the implementation of subject area program
47. 3. Student/Pupil Co-Curricular Activities Team A. Prepares plan for student/pupil co-curricular
activities b. Supervises co-curricular activities like sports, cultural shows, talent shows,
student/pupil government activities, etc. c. Mobilizes stakeholders to support student/pupil
activities d. Convenes regularly with implementation team, SH and M & E Team to discuss issues
about the program
48. 4. Staff Development Team a. Conducts TSNA to determine strengths and training needs of
teachers and non-teaching personnel b. Prepares an INSET Plan and submits to SH for comments
and approval c. Conducts resource mobilization activities in order to get funds to support plan d.
Manages INSET program to improve professional competence of teachers in order to improve the
delivery of instruction e. Organizes pool trainers in the school who can be tapped as speakers
during INSET f. Evaluates and makes Training Completion Report after the completion of every
training g. Convenes regularly with the School Head, Implementation Team and M & E team and
discusses implementation issues
49. 5. School Finance Team a. Makes recommendations to SH as regards School Financial Plan in
relation to the budget requirements of the SIP/AIP b. Prepares resource generation plan which will
involve the stakeholders c. Manages allocation of resources for operational and developmental
activities which are reflected in the SIP d. Prepares annual procurement plan approved by the
school head e. Prepares financial reports f. Tracks the utilization of funds and reports to SH
50. 6. Advocacy / Communication Tea, a. Prepares communication/advocacy plan to disseminate
information regarding the SIP b. Links with the media (print / TV / radio / Internet) to raise
consciousness of stakeholders about the SIP and entice them to support SIP c. Writes press
releases on the progress of the SIP implementation
51. Three-year School Sets the direction School Level Strategic Plan Planning Annual
Implementation Operationalizes the Plan strategic plan School Detailed Policies programs/project
plans ----------------------------------------------------- Individual Planning Teacher Principal
Individual Professional Development Plan -----------------------------------------------------
Stakeholders’ Plans/Programs/Projects Planning Fig. 8. The Relationship of Stakeholders’ Plan to
the SIP
52. Roles of Organizations 1. District Office a. Provides technical support to the SPT during plan
preparation and plan revisit b. Conducts M & E c. Provides guidance and technical input during
plan implementation d. Receives reports and give feedback e. Assists school in its advocacy efforts
of the SIP
53. 2. Division Office a. Includes programs and projects of the SIP in the Master Plan of the
DEDP b. Monitors SIP implementation c. Facilitates SIP formulation and revisit of the plan d.
Designs the SIP Reporting and Feedback System e. Provides / facilitates technical and financial
support to school in SIP implementation, and formulation f. Conducts SIP appraisal, annual review
and evaluation g. Assists school in its advocacy efforts of the SIP
54. 3. Stakeholders (School Council, PTCA, LGU, etc.) a. Design plan in support of the SIP b.
Provides technical and financial support towards SIP imp c. Assists in the implementation of the
plan, monitoring and evaluation of the plan implementation d. Participates in the preparation of the
School Improvement Plan E. Assists the school in its advocacy effort of the SIP
55. Writing the SIP Input Process Tool Output SIP Outline SIP Outputs School Communicating
Templates Improvement with of each Step Plan Stakeholders Figure 10. Framework on Writing
the SIP
56. SIP Outline PART TOOL OUTPUT REMARKS Endorsement None Endorsement Contains
signatories of the School Planning Team (See sample endorsement on page 91) Introduction None
Introduction Write 2 to 3 paragraphs indicating who made it, why you did it (rationale), how the
plan was developed, how you intend to use the plan
57. Profile A. School - Name and BEIS, School -Write a paragraph or two History Records,
Profile describing the current Plantilla, school profile per sub area - Type of school (e.g. Elem/
Organizational Secondary, Monograde/ Chart Multi-Complete/ Incomplete Suggestions:
Central/Non-central 1. A tabular or graphical - Curriculum (Organization of presentation of data
may be curriculum such as BEC, presented with a short Special Programs, SPED, narrative
discussion to Tech-Voc, etc. support the presentation. - Personnel (School Head, Teachers, Non-
teaching 2. Use simple and clear Personnel and other support words or statements to staff)
organize ideas in a - Physical facilities (Classroom, paragraph form furniture, comfort rooms,
canteen, library, playground 3. For special features of apparatus, etc.) the school include - Others
(e.g. special achievements, features accomplishments, potentials and other unique qualities. Refer
to sample SIP
58. A. Community - Socio-cultural (tradition, Barangay / Community Write a paragraph or beliefs,
practices of the Municipal Profile two describing the people Records current community profile
per sub area - Political (governing body/ political structure) - Geographical location (boundaries) -
Demography (population) - Economy (income, livelihood and economic status)Situational
Analysis The writing of the Situational Analysis shall start with the accurate accomplishment of
the School Report Card.
59. Situational Analysis Then inferences shall be made and a deeper analysis of the school
situation shall be conducted looking at problems and potential programs and projects worth
sustaining. Here are some suggestions in the writing the situation analysis: 1. Write in
narrative/paragraph form following this presentation a. Present the data b. Present the gap (this
refers to the difference between the actual data and standard) c. Present the reason/s for the gap
(taken from the identified problem
60. Situational Analysis 2. The narrative shall be supported by tabular or graphical data 3. Use any
of the tools used in problem identification to come up with accurate analysis A. Collecting,
organizing and analyzing data on the following:10. School Performance -SRC - Student
Achievement -Data Inference - Performance Indicators (Drop outs, Template Repetition,
Retention, Completion, etc.)2. Instructional Materials (Textbooks, references, school equipment,
teaching aids)3. Personnel (School Head, Teaching and Non- Teaching)
61. 1. Physical Facilities (building, classrooms, toilets, library, clinic laboratories, guidance center,
canteen, school furniture, etc.)2. School management - leadership (administrative, instructional
and linkages) - planning and development - organizational structure and staffing - systems and
procedures (EMIS, M & E Budget Rewards, Communication) B. Problem Identification - SRC
List of -Streams Problems Analysis Chart -Problem Tree Chart -SWOT
62. - Survey Questionnaire - Force Field - ASSA - CFSS Assessment Guide (Tracking System)
Guiding Principles’. Core Values -Values Core Write a brief Checklist Values description of core
representing people, processes and performance and how stakeholders will behave in carrying out
its vision and mission. Vision Contains simple or Statement complex statements. (NOTE: Style
committee shall be invited to craft the vision statement) Refer to samples on pp. 44-46
63. A. Mission Contains one or more statements - Format could be in paragraph or bullet form (see
sample on p. 45) D. Goals and Objectives -- Objective Goals and Contains Template Objectives
programs/projects/ -- Goals and Chart interventions to: Objectives -Address identified Template
problems -Sustain promising SBM practices that will enable schools reach the mature level -
Promote continuous school and community improvements (e.g. Brigada Eskwela, ECARP, DORP,
Sports etc.)3. Year Work and Financial -3-year 3 Year Contains objectives Plan Template WFP
programs/projects/ interventions to be attained within 3 years using the 3-year WF template
64. Annual AIP Template AIP Contains major Implementation activities of Plan (AIP)
programs/projects/ interventions to be attained within one (1) year using the AIP Template
Monitoring and -M & E template M & E Plan and Write a brief Evaluation Plan and -M & E Chart
Structure description on the Structure organization of the M & E structure and the corresponding
roles and responsibilities. (Refer to page 65) Implementation -SIP Implementation Write a brief
Plan and Structure implementation Plan and Structure description on the chart organization of the
SIP Implementation Structure and the corresponding roles and responsibilities.
65. PROCESS FLOW Awarding Recommended for Acceptance of g of the SDS Cert. of If yes
Acceptance by Preparation Submitted Rapid the SDS of the SIP by to SGC for Appraisal the SPT
by DSRT/DsSRT Approval Sent back to the SPT SIP to undergo for refinement and A process of
If no inclusion of the “minimums” review/refinement Figure 11. Process Flow of SIP Review and
Acceptance
66. PROCESS AFTER REFINEMENT Rapid Recommended Awarding of Enhanced/ Cert. of
Appraisal by for Acceptance Refined SIP of the SDS Acceptance DSRT/DsSRT by the SDS
Figure 12. Process after Refinement of SIP
67. Republic of the Philippines Region _______ Department of Education DIVISION OF
_____________ _________City / Province Awards this CERTIFICATES OF ACCEPTANCE of
the to_______________________________________ ( NAME OF SCHOOL ) For having
successfully complied or met (with) the requirements and standards of the Department of
Education as mandated by RA 9155.This certificate is given this ____ day of ______, 200____ at
____________________ _________________________ Schools Division Superintendent
68. Figure 13. SIP School Year Life Cycle Annual SIP Start-Up Annual Review SIP Appraisal
Review and Evaluation SIP Start-Up SIP Yr. 1 SIP Yr. 2 SIP Yr. 3 Implementation Preparation
Implementation
69. Table 4. SIP Implementation Progress Report Matrix Template Priority Improvement Area:
_______________________ Program Team Leader: _______________________ PLANNED
ACCOMPLISH- PROBLEMS/ ASSISTANCE POSSIBLE ACTIONS TO DATE
OFACTIVITIES MENT OF CONCERNS NEEDED SOLUTIONS BE TAKEN COMPLETION
PLANNTED ENCOUNTERED ACTIVITIES
70. Table 5. SIP Monitoring and Evaluation Matrix Template-Stakeholders’ Perceptions on School
Program and Project Implementation Parent’s Opinion Summary of Findings Recommendation
Dimensions Quality of teaching Learning Outcomes Student Reporting General Environment
Customer Responsive Teacher’s Opinion Summary of Findings Recommendation Dimensions
Clear Goals Decision Making Professional Development Discipline Feedback / Recognition
Leadership Morale Openness/Sharing Professional Support
71. School Improvement Plan: A Manual for Schools Department of Education, Philippines
School Climate Summary of Findings Recommendation Dimensions Attitude towards school
Social Acceptance Student Incentive Curriculum Usefulness High Expectations Difficulty of Work
Teachers and Teaching Summary of Findings Recommendation Dimensions Empathy Teacher
Energy/Enthusiasm Fairness/Firmness Helpful/Responsive High Expectations Quality Instruction
Feedback/Recognition Difficulty of Worktime Allocation
72. Table 6. Actual Accomplishments Versus Targets TARGET ACTUAL ACCOMPLISHMENT
73. Sample Endorsement Letter Date: ______School Division Superintendent Division of
_______________________Sir/Madam: Greetings, we are happy to inform you that (Name of
School) has completed its School Improvement Plan which we are hereby endorsing for your
review and acceptance. We wish to inform your office that this SIP is a product of the
collaborative effort of parents, community leaders, teachers, alumni, pupils under the leadership of
(Name of School Head). We look forward to a favorable response. Thank you and regards.
Sincerely yours, _________________ ___________________
___________________________________ School Head SGC Chairman Head School Planning
Team Barangay* If the school has a School Governing Council, endorse the SIP to the SGC.
1.4 References
https://www.apm.org.uk/resources/Tind-a-resource/stakeholder-engagement//
Carl Braun/Allan B. Neilsen/Robert Dykstra

1.5 Acknowledgement
In grateful acknowledgement to Dr Julius A. Versoza for the great sharing and giving us wisdom
on the course SBM, my fellow classmates who also give sharing to the different topic, with this
which made possible on the easy understanding on the processes, understanding on complying
SBM level in every school.