Orientation on the Electronic

School Report Card (eSRC), SIP

Styleguide, and SIP QA Tool
TIRSO T. REYES
Planning Officer III
Presentation of SRC as Advocacy tool

 How to present to school Stakeholders;

 Benefits of having the SRC
 Stakeholders and their contributions
The Electronic School Report Card (eSRC)
 Legal Bases

Section 5 paragraph (c) - The principles

of accountability and transparency shall
be operationalized in the performance
of functions and responsibilities at all
levels
 EO 2, s. 2016, section 3

“Every Filipino shall have

access to information, official
records, public records and to
FREEDOM OF documents and papers
INFORMATION pertaining to official acts,
transactions or decisions, as
well as to government
research data used as basis for
policy development”
 DepEd Order 44, s. 2015

“The SIP is a roadmap that lays down

specific interventions that a school,
with the help of the community and
other stakeholders, will undertake
within a period of three consecutive
school years”

“The SRC is a tool for advocating and

communicating the school situation, context,
and performance to internal and external
stakeholders”
 Objective
To increase community
participation and
involvement in school
operations and activities
by providing stakeholders
a snapshot of the status
of the school and
advocating for areas that
need their involvement
 Benefits of using SRC

 Greater  Better  Transparency of

stakeholder understanding of school activities
participation in stakeholders on and performance
school activities school situation
 Ways of Disseminating the SRC

Presentation to stakeholders during School Posting of SRC in school/Division websites,

Meetings and Assemblies social media accounts, bulletin boards, and
other public areas

Allocating space in School Journal or Reproduction of enough copies for

Newsletter distribution to the general public
Basic SRC Template
Basic SRC Template
 Too many indicators but no
standard reporting template

Data inconsistent with BEIS

Policy due to different reporting
period
Gaps
Manual preparation adds
burden to teachers and
school heads
 Current Situation

Preparation is time-consuming
Presentation varies from one school to another
Current Practice

Actual preparation
time – 86 hours
Considerations in the Development of eSRC

Indicators
Data Collection
Preparation Time
Challenges
The eSRC Milestone
 Pre-Automation

Monitoring on
Analysis of Proposition on Identification
LEAPS and Non-
results automation of developers
LEAPS
 Automation Proper

Action Taken

Pilot-testing
Initial Development Finalization of
and fine-tuning
consultation of prototype prototype
of the
workshop version version 1
prototype
STATUS OF ELECTRONIC SRC

Offline Version

Input Output
The Electronic School Report Card
Development and Process Flow
(Offline Version)

SCHOOL EFFECTIVENESS DIVISION

Bureau of Human Resource & Organization Development
 The Electronic School Report Card (eSRC)

OBJECTIVES ACTION TAKEN

To improve data accuracy Linked to BEIS and other existing
database and forms
To lessen time preparation Reduced from 19 indicators to 14
indicators
Automated the SRC preparation
process including the data
interpretation and graphical
presentation
 Required Indicators
INDICATORS SOURCE REMARKS
Enrollment BEIS
Number and rate of dropouts by cause BEIS
Learner-Teacher ratio BEIS
Learner-Classroom ratio BEIS
Learner-Toilet ratio BEIS
14 required indicators
Learner-Seat ratio BEIS
Health and Nutrition BEIS
Promotion rate LIS
Stakeholders Accomplishment DPDSP Merged with stakeholders’
participation

Learners materials School Form 3

Educational attainment School Form 7
Funding source School supplied
Literacy level School supplied
Status of AIP School supplied
 Optional Indicators
INDICATORS SOURCE REMARKS
School award/recognitions School supplied Optional
NAT BEA Optional; whenever applicable
 Deactivated/Hidden

INDICATORS SOURCE REMARKS

SBM Level of Practice Not all stakeholders are familiar
with SBM
CFSS Result All Schools are Child-friendly
 Extraction of Necessary Data
OFFLINE VERSION

SF 7 by school

School Report
Card SF 3 Summary

Funding Sources

Awards/Recognition

AIP
Literacy Level DPDS/EPS
eSRC Template Stakeholders

Existing DepEd Database

NAT Engagement
Input Data Facility (MS
Excel) BEIS/PS
Performance
Indicators

LIS/PS
Drop-out
Promotion
Rate
 Process Flow – OFFLINE Version
Existing DepEd School Forms and
SOURCE Database other input data

INPUT
and
PROCESS

OUTPUT
SRC PREPARATION SRC DATA SRC VALIDATION OUTPUT

Electronic Version ENCODING

4 HOURS

REVIEW OF CONTENT /
REVIEW OF LAYOUT

8 HOURS

IS THE
SRC
NO READY YES
FOR
PRINTING OF SRC
PRINTING
?
15 MINUTES

Estimate Time of Preparation 12

hours and 15 minutes
Electronic School Report Card
 Limitations

 Program Compatibility
 Not lower than MS Office Excel 2013 (Note can
be run in lower version of Excel but some
features can not be recognized or missing
 Can work with Android gadgets

 can not work on APPLE spreadsheet including

LINUX and other open source application
 SRC Printing Output

Brochure
Booklet

Tarpaulin
Current Versus Proposed

Actual preparation
time – 86 hours
 Navigation of the
Electronic School Report Card
Template
SRC Tool:
tinyurl.com/eSRCtool
The SIP STYLEGUIDE

SCHOOL EFFECTIVENESS DIVISION

Bureau of Human Resource and Organization Development
What is SIP
STYLEGUIDE
It is a simple and
straightforward template
that will guide schools in
writing the SIP as a result
of the planning process
provided in DO 44, s.
2015, which was
conducted by the School-
Community Planning
Team (SPT).
 Title Page

Message (optional)

Table of Contents

Chapter 1: DepEd VMV

Parts Chapter 2: School’s Current Situation

Chapter 3: Plan

Chapter 4: Monitoring & Evaluation

List of Acronyms

List of Tables & Illustrations

 Chapter 1:
DepEd VMV

• Content:
• Documentation of the Vision
Sharing activity, their aspirations for
the school and learners, and their
insights on DepEd VMV and Core
Values
• List of roles and responsibilities of
all SPT members
• SPT Timetable

• Notes:
• Suggested Number of Pages: 1 to 2
• Additional references: ESIP
Guidebook (pages 4-10) and SIP
Instructional Video 1 (Preparatory
Phase)
Chapter 2: Assess
Content:
 School’s current situation (brief discussion) with initial list of Priority
Improvement Areas (PIAs)
 List of PIAs (Annex 4)
 Annex 5 or Planning Worksheet – completely filled out with the
following information: PIAs, general objectives, targets, and root
causes

Notes:
 Suggested Number of Pages: 3 to 5
 Additional references: ESIP Guidebook (pages 11-21) and SIP
Instructional Video 2 (Assess Phase)
Chapter 3: Plan

• Content:
• List of Solutions
• Project Work Plan and
Budget Matrix (Annex)
• Annual Implementation
Plan Year 1 (Annex)

• Notes:
• Additional references:
ESIP Guidebook (pages 22-
26) and SIP Instructional
Video 3 (Plan Phase)
Chapter 4: M & E

Content:
 Project Monitoring Forms
(PMRF)

Notes:
 Additional references: ESIP
Guidebook (pages 27-30) and
SIP Instructional Video e (Act
Phase)
Certificate of
Acceptance
Orientation on SIP Styleguide
and QA Tool
SIP Quality Assessment (QA) Tool
SCHOOL EFFECTIVENESS DIVISION
Bureau of Human Resource and Organizational Development
What is quality SIP?

1. Complete
2. Clear and Concise
3. Consistent
4. Evidence-based
5. Relevant
What is SIP Quality Assessment (QA) Tool?

It is a tool that will be used by the Schools Division

Offices (SDOs) to assess the quality of the School
Improvement Plan (SIP).

The rubrics will guide the assessor/appraiser to

determine whether the SIP meets quality standards.

It creates a common framework for assessing SIPs.

The SIP QA Tool Classification

BELOW MEETS EXCEEDS

EXPECTATION: EXPECTATION: EXPECTATION:
Revise the Proficient but Influence other
whole chapter/ must continue to schools
section strive for
excellence
Chapter 1: DepEd VMV
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 1: The chapter The chapter clearly The chapter clearly
"simply" states articulates the SPT’s stipulates the SPT's
Clarity and the DepEd VMV. understanding of the understanding of the VMV
completeness of VMV and their and their aspirations for the
discussion on aspirations for the school and learners; and
DepEd VMV school and learners; commits to perform their
and states their roles roles and responsibilities
and responsibilities that for the attainment of the
will contribute to the school goals where all
attainment of the school members collaborate.
goals where all
members collaborate.
Chapter 1: DepEd VMV

Content Check:
• Documentation of the Vision Sharing activity, their aspirations for
the school and learners and their insights on DepEd VMV and
Core Values
• List of roles and responsibilities of all SPT members
• SPT Timetable

Notes:
• Suggested number of pages: 1 to 2
• Additional references: ESIP Guidebook (pages 4-10) and
SIP Instructional Video 1 (Preparatory Phase)
Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter The chapter presents
presents accurate presents accurate accurate and updated
Clarity and and updated school and updated school school and community
completeness of and community and community data data with clear discussion
discussion on data but the with clear discussion on its connection to the
School’s discussion on its on its connection to school’s current situation,
connection to the the school’s current highlighting alarming data
CURRENT school's current situation. that need to be prioritized
SITUATION situation is not for improvement.
clear.

RE
HU
OC
BR

ter
Po s
LE
OK
BO
T
Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents PIAs
Alignment and presents PIAs PIAs that are aligned to that are aligned to IOs
Relevance of based on the IOs based on based on situational
situational situational analysis; analysis; and uses the
PRIORITY analysis, but are and uses the prescribed rubric; with
IMPROVEMENT not aligned to prescribed rubric. concise discussion on why
AREAS (PIAs) to IOs. such PIAs were selected.
Intermediate
Outcomes (IOs)
Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents
presents “SMART” objectives “SMART” objectives that
Responsiveness objectives that are that are responsive to are responsive to PIAs;
of the GENERAL not responsive to PIAs. and those applicable are
OBJECTIVES to PIAs. aligned with the Division
PIAs targets.
Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents
presents general general objectives that general objectives that are
Feasibility of the objectives but are broken down into broken down into realistic
TARGETS does not have annual targets and annual targets and aligned
annual targets. aligned with the with the proposed
proposed solutions. solutions.
Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents the
presents the root the root causes with root causes with evidence
Utilization of causes but there is evidence of the RCA of the RCA process, which
ROOT CAUSE no evidence of the process. were thoroughly
ANALYSIS RCA process. deliberated by the SPT;
(RCA) and with concise
discussion on why such
root causes were
identified.
Chapter 2: ASSESS

Content Check:

• School’s Current Situation (brief discussion) with Initial List of

Improvement Areas (PIAs)
• List of PIAs (Annex 4)
• Annex 5 or Planning Worksheet - completely filled out with the
following information: priority improvement areas, general
objectives, targets, and root causes.

Notes:

• Suggested number of pages: 3-5

• Additional references: ESIP Guidebook (pages 11-21) and
SIP Instructional Video 2 (Assess Phase)
Chapter 3: PLAN
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 3: The chapter The chapter presents The chapter presents
presents the major activities for each major activities for each
Appropriateness major activities project that address the project that address
of the major for each project root cause/s; which are several root causes; which
activities in the but do not within the school's are within the school's
identified address the root control, economical, control, economical,
cause/s. sustainable, and with sustainable, and with
SOLUTION(s) support and support and commitment
commitment from the from the process owners.
process owners.
Chapter 3: PLAN
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 3: The AIP has The AIP has The AIP has complete
Comprehensiveness incomplete data complete data and data and information with
of the ANNUAL and information. information with activities supporting the
activities supporting attainment of the school
IMPLEMENTATION the attainment of the objectives and is aligned
PLAN (AIP) school objectives. with the OPCRF.
Chapter 3: PLAN

Content Check:

• List of Solutions
• Project Work Plan and Budget Matrix (Annex)
• Annual Implementation Plan Year 1 (Annex)

Note:

Additional references: ESIP Guidebook (pages 22-

26) and SIP Instructional Video 3 (Plan Phase)
Chapter 4: ACT
CHARACTERISTI BELOW MEETS EXCEEDS
C EXPECTATION EXPECTATION EXPECTATION
Chapter 4: The chapter The chapters presents The chapters presents a
presents a monitoring plan using monitoring plan using the
Completeness incomplete the Project Monitoring PMRF with the following
of the monitoring plan. Report Form (PMRF) information; project name,
MONITORING with the following objectives and targets, and
PLAN information: project schedule of monitoring for
name, objectives and the year of implementation,
targets, and schedule of with reporting and feedback
monitoring for the year mechanism to stakeholders.
of implementation.
Chapter 4: ACT

Content Check:

Project Monitoring Report Forms

Note:

Additional references: ESIP Guidebook (pages 27-

30) and SIP Instructional Video 4 (Act Phase)
 Certificate of Acceptance
Republic of the Philippines
Department of Education
Region ______
DIVISION ____________________
awards this

Certificate of Acceptance to

(NAME OF SCHOOL)
for having successfully complied and met the requirements and standards
of the Department of Education as mandated by DepEd Order 44, s. 2015.

SCHOOL EFFECTIVENESS DIVISION

Given on the ______ day of __________________ 201____.
Bureau of Human Resource and Organizational Development
Schools Division Superintendent
 END OF ASSESSMENT

SCHOOL EFFECTIVENESS DIVISION

Bureau of Human Resource and Organizational Development