Workshop on the Validation of

SIP Quality Assessment Tool &

SIP Styleguide

School Effectiveness Division

BUREAU OF HUMAN RESOURCE & ORGANIZATIONAL DEVELOPMENT
 Program Flow

• Presentation of • Presentation and • Post-simulation of

Statement of processing of the SIP QA Tool
Purpose outputs on SIP QA and Style Guide
Tool
• Discussion on the • Next Steps
• Recap on SIP Style
overview of what is Guide
SIP QA Tool and
SIP Style Guide • Validation of the
SIP Style Guide
• Pre-simulation of
the SIP QA Tool • Presentation and
using the sample processing of
outputs on SIP
SIPs of the Style Guide
participants
• Validation of the
SIP QA Tool
SIP Quality Assessment Tool
 What is SIP QA Tool?

A standardized tool that will be used to by the

Schools Division Offices in assessing the quality of
the School Improvement Plan (SIP).

It is not intended to be used to compare

achievement of schools, but rather the degree the
SIP meets the criteria of a quality SIP.
 The SIP QA Tool Criteria

EXCELLENT: Influence other schools

MEETS EXPECTATION: Sustain but strive

for excellence

BELOW EXPECTATION: Revise the whole

chapter/section
 Chapter 1: Preparatory Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION

Chapter 1: The chapter states The chapter clearly The chapter clearly
the DepEd VMV articulates the articulates the
Clarity and but does not SPT's SPT's
completeness present SPT's understanding of understanding of
understanding of the VMV as well as the VMV and their
of the VMV the VMV. their aspirations for aspirations for the
the school and school and
learners. learners; and
presents their roles
and responsibilities
that will contribute
to the attainment of
the school goals.
 Chapter 2: Assess Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION

Chapter 2: The chapter The chapter shows The chapter shows

presents school the school's current the school's current
Clarity and and community status and trends status and trends
completeness data but no including the including the
of discussion discussion on its improvements and improvements and
connection to the needs of the needs of the
on school's school's current school. school, articulating
current situation. its clear connection
situation to the appropriate
data.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION

Chapter 3: Clarity The chapter The chapter The chapter

presents PIAs presents the presents the
and completeness that are not identified PIAs prioritization matrix
of the process on aligned to that are aligned of the identified
the selection of intermediate to appropriate PIAs using the
outcomes (IO). intermediate prescribed rubric.
PRIORITIZATION outcomes.
IMPROVEMENT
AREAS (PIAs)
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
and completeness presents presents objectives presents "SMART"
of the GENERAL objectives that are that are "SMART" objectives that are
not responsive to and responsive to aligned to the PIAs
OBJECTIVES
PIAs. PIAs. and Division
targets.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
and completeness presents root presents root presents the root
of the process on causes but there causes and the causes and the
is no evidence of evidence of the process of root
the conduct of
root cause process of root cause analysis
ROOT CAUSE
analysis process. cause analysis. including evidence
ANALYSIS of presentation to
the SPT.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
and completeness presents the presents activities presents activities
of the activities in activities for each for each project for each project
project that do not that are addressing that address the
the identified
address the root the root cause/s. root cause and are
SOLUTION(s)
cause/s. sustainable, within
the school's
control,
economical, and
with the support of
process owners.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The chapter The chapter The chapter
and completeness presents general presents general presents general
of the TIMELINES objectives but do objectives that are objectives that
not have annual broken down into have realistic
AND TARGETS
targets. annual targets. timelines and
targets that are
aligned with the
proposed solutions.
 Chapter 3: Plan Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 3: Clarity The AIP has The AIP has The AIP is
and completeness complete data and complete data and translated into
of the ANNUAL information but the information and the school OPCRF
IMPLEMENTATION activities do not activities support (please attach
PLAN clearly support the the attainment of OPCRF).
attainment of the the school
school objectives. objectives.
 Chapter 4: Act Phase

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 4: Clarity The chapter does The chapter presents The chapter
and completeness not present a a monitoring plan articulates the roles
of the PROJECT monitoring plan. using the project and responsibilities
MONITORING monitoring report form of the SPT
PLAN and contains the concerning
following information: monitoring.
name of project,
project objectives and
targets and schedule
of monitoring for the
first year of
implementation.
 SIP Writing Style

BELOW MEETS
CHARACTERISTIC EXCELLENT
EXPECTATION EXPECTATION
Chapter 4: Clarity The chapter does The SIP adheres to The SIP adheres to
and completeness not present a SIP style guide. the SIP style guide
of the PROJECT monitoring plan. and uses politically
MONITORING sensitive terms,
PLAN minimizes use of
technical words, and
with moderate use of
graphics
SIP Styleguide
 What is SIP Styleguide?

A simple and straightforward template that will

guide public schools in writing the SIP.

A very useful tool for the Schools Division Offices

in appraising the SIP.
 TABLE OF CONTENTS
Number of
Section Pages
Cover
Title Page Ten pages
Message Optional maximum / one
List of Tables/Illustrations
page is about
500 words using
Chapter 1 2 11-12 pt. font.
Vision Mission Core Values

Chapter 2 2 Maximum
Current Situation number of
Chapter 3
words: 4,000.
Leave space for
Planning Worksheet 4 the table.
Chapter 4
Monitoring and Evaluation 2
Total number of pages (Chapters 1-4) 10
 Chapter 1
Department of Education Vision, Mission, and Core
Values Statement

 The Department of Education is a learner-centered institution

developing globally competitive and morally upright Filipinos
who passionately love their country and contribute
meaningfully to building a nation.

 State how the SPT understands the VMV of DepEd (How

members of SPT understand the VMV?) Note: Use own
language of SPT if necessary.

 State applicable intermediate outcomes

 Chapter 2

School’s Current Situation

 Baselines (Where are we now?)

 Priority Improvement Areas (What are the urgent needs?)

Note: Schools may organize the PIAs using Access, Quality, &
Governance classifications

 Root Causes (What caused the urgent needs?)

 Chapter 3
Planning Worksheet
 Targets
 (Where do we want to be?)
 Objectives
 (What will we do?)
 Resources
 (How much/many do we need?)
 Stakeholders (Who are the actors?)
 Timeline (How long will it take?)
 Chapter 3
Project Designs (1-2 pages)

 Targets
 Where do we want to be after first year of SIP implementation?
 Discuss the targets for each performance indicator of the PIAs identified

 PAPs
 What are the solutions/projects that we need to do for the first year of SIP
implementation to attain the targets?
 How will we do it?
 Discuss how these PAPs are aligned with Priority Improvement Areas and
Intermediate Outcomes

 Resources
 (How much/many do we need for the first year of implementation?)
 Stakeholders (Who are the actors?)
 Chapter 3
Work and Financial Plan or Annual
Implementation Plan
 It is not necessary to write a paragraph describing the contents of the WFP
or AIP

 It is sufficient that the school accomplish the WFP for the first year.

 WFP format follows Fiscal Year Calendar (plus 1st quarter of the succeeding
FY) but schools may adopt the WFP format that they are most familiar with.

 AIP/WFP is the basis for Monthly Disbursement Program and Annual

Procurement Plan
Annual Implementation Plan

Q1 + Q2
Annual Implementation Plan
Q3 + Q4 + Q1
 Chapter 4
Monitoring and Evaluation

 This section contains the plan on how the SPT will monitor
the different Programs, Activities, Projects, & Activities
(PAPs) or different areas (themes) of school operations.

 The School Monitoring activities should be oriented towards

formative purpose.

 The summative evaluation of the SIP at the end of 3rd year shall
be done by the SGOD.
 Proofreading Checklist
 Content
 Are the elements complete?
 Is there consistency in voice, diction, tense?
 Does the spelling follow American style?
 Are your sentences parallel?
 Is the language simple and easy to understand?
 Are your punctuations correct?

 Format
 Is the font for subheads/heads Tahoma?
 Is the font for the body Bookman Oldstyle 11 pt?
 Are the margins correct?
 Are the tables correct?