Professional Documents
Culture Documents
Improvement
Planning (SIP)
Guide
OUTLINE
Definition of Terms
Glossary of Acronyms
Introduction: The School-Community Planning Process - An
Overview
Preparatory Activities
Session 1: Opening, Levelling Off and Perspective Setting
Session 2: Situational Analysis of Children and Learners
Session 3: Situational Analysis: The Community
Session 4: Situational Analysis: The School
Session 5: Setting Objectives and Targets
Session 6: Formulating Strategies
Session 7: Action Planning
Session 8: Closing the Workshop
Post-Workshop Activities
Appendices
Appendix 1 School-Community
Data Template
Appendix 2A FGD Guide for Pupils
Appendix 2B FGD Guide for Parents
Appendix 3 DepEd Standard Ratios
GUIDING PRINCIPLES
The formulation of the SIP shall be guided by the
following principles:
Preparatory Phase
This involves secondary data gathering and
consolidation using the School-Community Data
Template [Appendix 1], primary data gathering
through the conduct of focused group discussions
[See Appendix 2 for FGD guide] and forming the
School-Community Planning Team.
PLANNING PROCESS
Conduct of SIP Workshop
This is done within duration of at least three (3)
days and consists of the following sessions:
Opening, leveling off and perspective setting
Establishing the situation of children/learners
Analyzing the situation of children and learners
Analyzing the situation of the community
Analyzing the situation of the school
Setting objectives and targets
Formulating strategies
Preparing the Action Plan
Establishing the monitoring and evaluation arrangements
Closing session
Appendix 3 presents a sample SIP Workshop Program of Activities.
PLANNING PROCESS
Post-Workshop Activities
This involves the finalization of the SIP and its
submission to the Division Superintendent.
Preparation of Physical and Financial Plan
Tasking by Program, Project or Activity
Writing the SIP
How to Use this SIP Guide
1. This Guide is intended for use by the
principal who is expected to lead the planning
process. It serves as the Facilitator’s Guide for
(a) the main facilitator who may either be the
principal himself/herself or someone else
whom the principal designates or invites as the
main facilitator, and (b) alternate facilitators or
co-facilitators, if any.
How to Use this SIP Guide
2. This Guide should NOT be distributed to
the members of the SPT.
School head
Parent representative
Student representative
Teacher representative
Community leader
Barangay official
Member of BDRRMC
Member of Child Protection Committee
PREPARATORY ACTIVITIES
Data gathering and consolidation
By the end of the session, the Planning Team will have been
oriented and levelled off on the following:
Key Outcome 1:
Access means that every pre-school and school-age child in
the community, regardless of gender, ethnicity, religion,
economic status and physical condition, is enrolled in
kindergarten/school -- or reached and served by the
kindergarten/school -- and able to complete basic education.
Key Outcome 2:
Key Outcome 3:
Activity 1: Introduction
Objective and Expected Output of the Session
STEPS TO BE DONE:
Political factors :
National and local laws, policies, rules and
regulations
Legal and political systems, institutions, and
processes such as the LGU
Political forces (group or individual) and political
dynamics, including existence of political and ethnic
conflicts and related hostilities
Peace and security situation of the community
Activity 4: Analyzing Economic Factors
Economic factors :
The community’s main sources of income
Other economic or productive activities or practices
in the community
Emerging or new industries
Demand for new products
Child labor practices
Infrastructures and services that facilitate economic
and trading activities, e.g. farm to market road
Spending capacity of households and how they budget
their income
Activity 5: Analyzing Ecological or
Environmental Factors
Technological factors:
Access to electricity/power
Access to digital technology and Internet
Indigenous technologies which can be of
use to teaching and learning
SESSION 3:
Situational Analysis:
The Community
STEPS TO BE DONE:
By the end of the session, the Planning Team will have come
up with a statement of objectives and corresponding targets
for access, quality and governance.
Activity 1: Introduction
Objective and Expected Output of the
Session
Guide Questions
a. What trends and problems did we see
concerning (i) children’s access to education,
(ii) quality of education and (iii) children’s
participation in the governance of their
education?
b. What did we note as the underlying
factors/or causes behind the problems that
we saw?
SESSION 6: FORMULATING STRATEGIES
INTERVENTIONS
• Institutionalization of transparency & accountability system
• School community stakeholders’ assemblies on school’s first initiatives
• Networking for SFIs
• Community based symposia/forums on responsible parenthood
SESSION 6: FORMULATING STRATEGIES
PROGRAMS/
STRATEGIES ACTIVITIES
PROJECTS
SESSION 7:
ACTION PLANNING
Objective and Expected Output of the Session
(3) (4)
(1) (2) (5)
PROGRAM/ PROGRAM/
OBJECTIVES STRATEGIES PROGRAM/
PROJECT PROJECT
PROJECT
OBJECTIVES
OUTPUTS
Program 1
Program 2
SESSION 7:
Activity n
Activity 1
Activity 2
Activity 3
Program 2 Title:
Program 2 Objectives:
Program 2 Outputs:
Activity 1
Activity 2
Activity 3
SESSION 7:
(6)
(2)
(1) (3) (4) (5) Others (7)
Estimated
Particulars DepED LGU PTA (please Unfunded
Cost
specify)
Program/Project 1
Activitiy 1
Activity n
Sub-Total
Program/Project 1
Activitiy 1
Activity n
Sub-Total
Grand Total
SESSION 7:
o Making a recap
o Reflection
o Next Steps
o Concluding Remarks
POST WORKSHOP ACTIVITIES