SCHOOLS DIVISION

OFFICE OF COTABATO

Refresher Session :

Crafting of the
Enhanced School Improvement
Plan
CY 2023-2025
 What is a School Improvement Plan
(SIP)?
• A School Improvement Plan is a roadmap that
lays down specific interventions that a school,
with the help of the community and other
stakeholders, undertakes within a period of three
(3) consecutive years.
• It aims to improve the three (3) key result areas
in basic education: Access, Quality, and
Governance.
• It is central in School-Based Management (SBM)
and is prepared by the School –Community
Planning Team (SPT)
 R.A. 9155 -Governance of Basic
Education Act of 2001
• Section 6.2. Authority, Accountability, and
Responsibility of the School Head.
- Consistent with the law, national
educational policies, plans and standards,
the School Head shall have authority,
accountability and responsibility for the
following:
1.) setting the mission, vision, goals and
objectives of the school.
 SIP Guiding Principles

1. The SIP shall be anchored on the DepEd vision,

mission, core values, strategies, and on Central,
Regional, Division and school goals.

2. The SIP shall be evidence-and results-based,

child-and learner-centered.
 SIP Guiding Principles

3. The development of SIP requires innovative and

systems thinking, and a mindset of continuous
improvement
4. The formulation and implementation of the SIP
shall involve the active participation of all education
stakeholders in the school and community.
* Makes delivery of education
services more responsive,
efficient, and effective
Preparatory
Activities

1.1
Gather and organize
necessary data

1.2 Form the SPT

Convene the SPT for

1.3 orientation, vision
sharing, & scheduling
STEP 1. Prepare for SIP Development

1.1
Gather and organize
necessary data

1.2 Form the SPT

Convene the SPT for

1.3 orientation, vision sharing,
& scheduling
Activity 1.1 Gather and Organize
Necessary Data

I. SCHOOL PROFILE
DATA
GOVERNANCE
II. ACCESS – IN AND OUT
OF
SCHOOL
III. ACCESS – ACCESS
ATTENDANCE &
RETENTION
IV. QUALITY QUALITY
Activity 1.1 Gather and Organize
Necessary Data

Note:
ANNEX 1A Annex 1A is to help the School Head and
School – Community Data Team to organize data. It is a container for
Template all your existing data. However, schools can
gather and organize data in their own way.
I. SCHOOL PROFILE
DATA
II. ACCESS – IN AND OUT
OF SCHOOL
III. ACCESS –
ATTENDANCE &
RETENTION
IV. QUALITY

Page 45 D.O no, 44, s. 2015

Activity 1.1 Gather and Organize
Necessary Data

v e r y3 ANNEX 1B
e
Min ars
ye
CHILD MAPPING TOOL
WORK TOGETHER.
If you are planning to do child mapping during early registration and
there are other schools in your barangay, work with them.

•You can cover more ground

•Easier to consolidate
•Easier to share information between schools and
communities
Other reference: DO No. 1 s. 2015

..\SIP ANNEXES\sip_annex_1b_child_mapping_tool.xls
 Activity 1.1 Gather and Organize
Necessary Data

ANNEX 1B
e v er y 3
M in a r s
ye CHILD MAPPING TOOL

Ethno-linguistic
Does not plan to move identity (ex: Ilokano,
anytime soon Chavacano, etc.)

Note: Do this together with your early

registration activities
Activity 1.1 Gather and Organize
Necessary Data
ANNEX 2A

Child – Friendly School Survey

Contents:
I.Introduction
How did you like school?
What makes up a school?
Who provides the learning environment?
When can a school be called a “Child-friendly School”?
What exactly is a Child – friendly school and how can our
school become one?
What should a Child – friendly school aim to achieve/
II.Self – Assessment Tool
How should our school go about achieving the goals of the Child-
friendly school?
Accomplishing specific targets
How our school scored?
So, is our school Child-friendly?.

..\SIP ANNEXES\sip_annex_2a_child-friendly_school_survey.docx
Activity 1.1 Gather and Organize
Necessary Data

ANNEX
2B
Child Protection Policy
Implementation Checklist
..\SIP ANNEXES\sip_annex_2b_child_protection_policy_implem
entation_checklist.doc
Activity 1.1 Gather and Organize
Necessary Data

ANNEX
2C
Student – Led School Watching and Hazard
Mapping
PROCEDURE
A. Organizing and preparing school
watching team
B. School watching and hazard mapping
..\SIP ANNEXES\sip_annex_2c_student-led_school_watching_and_hazard_mapping.
docx
Activity 1.1 Gather and Organize
Necessary Data
Note:
The estimated duration for gathering
and organizing data is two (2) weeks .

OUTPUT CHECK:

●School Community Data Template (Annex 1A)

●Child Mapping Tool (Annex 1B)
●School Report Card (SRC)
●Child-Friendly School Survey (Annex 2A)
●Child Protection Policy Implementation Checklist
(Annex 2B)
●School Watching Checklist and Hazard Map
(Annex 2C)
STEP 1. Prepare for SIP
Development

1.1
Gather and organize
necessary data

1.2 Form the SPT

Convene the SPT for

1.3 orientation, vision sharing,
& scheduling
Activity 1.2 Form the SPT

SCHOOL HEAD AS TEAM LEADER

Student Representative Teacher Representative
Parent Representative Barangay LGU Representative
Member of BDRRMC Member of School Child Protection
Committee
* Please note that at least one of your members should be a member of the School
Governing Council (SGC).
Activity 1.2 Form the SPT

The school head may add more members to its SPT.

•Non-Government Organization (NGO) representatives
•Alim/Ulama
•Indigenous People (IP) representatives
•Arabic Language and Islamic Values Education (ALIVE)
teacher
•School alumni
•Representatives from communities adjacent to the one where
your school is located
 Activity 1.2 Form the SPT

CONSIDERATIONS IN CHOOSING THE SPT

Gender Balance
IP and Muslim
representation

Note:
In cases where the teacher representative is also the School Head (such as in small schools), additional
seat may be given to parent representatives
Activity 1.2 Form the SPT

OUTPUT CHECK:

List of members for the SPT with their representations

STEP 1. Prepare for SIP
Development

1.1
Gather and organize
necessary data

1.2 Form the SPT

Convene the SPT for

1.3 orientation, vision sharing,
& scheduling
Activity 1.3 Convene the SPT for orientation.
Vision sharing, and scheduling

Before the meeting, you should

have:

● A copy of the DepEd Vision-

AGENDA Mission, Core Values
● Division goals/ targets
1. Orientation – SIP Process
● School’s strategic goals (if
2. Vision Sharing available)
3. Scheduling

BE CREATIVE. Think of reflective activities that

will engage your SPT.
 VISION SHARING

Note:
•There is only one vision, mission, and
core values
•It is important to internalize this one
VMV
Activity 1.3 Convene the SPT for orientation.
Vision sharing, and scheduling

OUTPUT CHECK:
❑Documentation of vision sharing
❑List of SPT Roles and Responsibilities
❑SPT Timetable
 Phase 1:
Assess

Preparatory Phase 1: Phase 2: Phase 3:

Activities Assess Plan Act
Step 2: Identify/Review Priority
Improvement Areas

Present and discuss the

2.1
information gathered during the
preparatory activities

2.2 Identify / Review Priority

Improvement Areas
Activity 2.1: Present and discuss the information
gathered during the preparatory activities

KEY
SIP needs to be
Idea
evidence-based

Initiate the discussion on Maximize your SRC

the status of the school by
presenting the SRC or a
summary of the SCDT.

Look into gaps with Division targets

(use Gap Analysis Template)
SIPs are meant to bridge the gap between the

current state of the school

and the
desired state as per DEDP
Annex 3: Gap Analysis Template

..\SIP ANNEXES\sip_annex_3_gap_analysis_template.docx
DIVISION TARGET
Annex 3: Gap Analysis Template

B. SCHOOL PERFORMANCE
A. B2. CURRENTLY
DIVISION CONTRIBUTING B5. GROUPS
B3. INHIBITING B4. PROJECTS
TARGETS B1. DATA NEEDED YES/ FACTORS IMPLEMENTED
THAT REQUIRE
EXPLANATION ATTENTION
NO

 
 Sample Gap Analysis
B. SCHOOL PERFORMANCE
B2. CURRENTLY B5. GROUPS
A. DIVISION
TARGETS B1. DATA CONTRIBUTING B3. INHIBITING B4. PROJECTS THAT
NEEDED YES/ FACTORS IMPLEMENTED REQUIRE
EXPLANATION
NO ATTENTION

Dropout
Rate: 0.%

Promotion
Rate: 100%

GPA- 80 %
up
 Sample Gap Analysis
B. SCHOOL PERFORMANCE
A. B2. CURRENTLY
DIVISION CONTRIBUTING B5. GROUPS
B3. INHIBITING B4. PROJECTS
TARGETS B1. DATA NEEDED THAT REQUIRE
YES/ FACTORS IMPLEMENTED
EXPLANATION ATTENTION
NO

1. School High 1. New Dis-

Dropout rates dropout
Drop dropout rates No strategy on advantaged
over the last
out Rate: over the three years
rates due to attendance students
previous three the monitoring SARDOs
0.0% have been
years greater than following: 2. Teacher
-financial counseling
2%.
2. Reasons for of students 
matters
dropping out -health
problems
-child labor
 Sample Gap Analysis
B. SCHOOL PERFORMANCE
A. B2. CURRENTLY
DIVISION CONTRIBUTING B5. GROUPS
B3. INHIBITING B4. PROJECTS
TARGETS B1. DATA NEEDED THAT REQUIRE
YES/ FACTORS IMPLEMENTED
EXPLANATION ATTENTION
NO

School Overall Inhibiting Oplan

Younger
promotion rates Tutok
Promotion promotion rates No
factors Basa learners,
over the last
Rate: 100% over the still particularly
previous three three years have those from
been around undeter-
years  
Grade 1
10% less than mined
the target from
available
data.
 Sample Gap Analysis
B. SCHOOL PERFORMANCE
A. B2. CURRENTLY
DIVISION CONTRIBUTING B5. GROUPS
B3. INHIBITING B4. PROJECTS
TARGETS B1. DATA NEEDED YES/ FACTORS IMPLEMENTED
THAT REQUIRE
EXPLANATION ATTENTION
NO
GPA for
GPA for
1. English Filipino, Math, Oplan
GPA Science, and English Younger
2. Filipino Biglang
learners,
80% No Hekasi are ranges Talino
3. Math particularly
up greater than 65 from Oplan
4. Science those from
5. AP for Grades 3, 6. 49.88 to Pabasa Isa
Grade 3
53.96 Isa
Overall GPA is  

at least 65.5 for from

each grade Grades 3,
level 6
 Step 2: Identify/Review
Priority Improvement Areas

Present and discuss the

2.1
information gathered
during the preparatory
activities

2.2 Identify / Review

Priority Improvement
Areas
Activity 2.2: identify/Review the
Priority Improvement Areas
● There is no limit to
the number of PIAs.
“PIAs are the most ● It is important that
pressing needs or the SPT makes a
problems within and priority list of PIAs.
outside of the school ● PIAs have varying
that surfaced from
your school and
difficulties.
..\SIP ANNEXES\sip_annex_4_identifying_pr
learners’ data.” iority_improvement_areas.doc
 Annex 5: Planning Worksheet

..\SIP ANNEXES\sip_annex_5_planning_worksheet.docx
Activity 2.2: identify/Review the
Priority Improvement Areas

OUTPUT CHECK:
▪PIA Template (Annex 4)
▪First column of the Planning Worksheet
(Annex 5)
 
 Phase 2:
Plan

Preparatory Phase 1: Phase 2: Phase 3:

Activities Assess Plan Act
Activity 3.2: Organize Project Teams

Project Member Roles Responsibilities

     

     

     

     

● The members of the Project Team may be drawn from

the community, teachers, and learners with at least one
member coming from the SPT.
● For PIAs related to the teaching-learning process,
organize the Project Team from members of the LACs.
Activity 3.2: Organize Project Teams

Schools may use the IPCRF to

determine project team members and to
encourage teachers to join project teams.
Project Team discusses PIA and the possible
factors
affecting the PIAs.
 Phase 2: Plan

Step 4 Review general objectives and targets

Step 5 Formulate solution(s)

Step 6 Develop Project Design(s)

Step 7 Write SIP

Step 8 Prepare AIP

Step 4: Review General Objectives & Targets
 Phase 2: Plan

Step 4 Review general objectives and targets

Step 5 Formulate solution(s)

Step 6 Develop Project Design(s)

Step 7 Write SIP

Step 8 Prepare AIP

Step 5: Formulate Solution(s)

Brainstorm solutions
based on the root
cause
Several solutions can be
formulated for a single root
cause.
Step 5: Formulate Solution(s)

4 Considerations in
Formulating Solutions
Should address the root cause/s
Should be within the control of the school
Should be economical
Should be sustainable
Should have the support of the
concerned stakeholders/process owners
Step 5: Formulate Solution(s)

OUTPUT CHECK:
▪List of possible solutions
 
 Phase 2: Plan

Step 4 Review general objectives and targets

Step 5 Formulate solution(s)

Step 6 Develop Project Design(s)

Step 7 Write SIP

Step 8 Prepare AIP

Step 6: Develop Project Design(s)

One project design should

contain only one solution.
 Project Work Plan and Budget Matrix

Project Title: _____________________________________________________

Problem Statement:________________________________________________
Project Objective Statement:_________________________________________
Root Cause: ____________________________________________________

Project Work Plan and Budget Matrix

Date of Person Budget

Activity Output Budget
Implementation Responsible Source
 Step 6: Develop project design(s)

Problem Statement: The selected area of focus phrased

as a problem (the output of Activity 3.5: Select Area of Focus)
Example:
Problem Statement:
During the first quarter, 10 out of 30
Mathematical Periodical Test papers of Grade 7
students had items that were erroneously
checked
 Step 6: Develop project design(s)

Project Objective Statement: What you want to

achieve and by how much*
Example:
Project Objective Statement:
To reduce the incidence of erroneously
checked Mathematical Periodical Test papers
of Grade 7 students by 100%
 Step 6: Develop project design(s)

Activities: The activities you need to do to

implement your solution.
Example:

Activities:
Meet with teachers to discuss the new process
of checking periodical Test papers
 Step 6: Develop project design(s)

PIAs that span for more than a year, set

Incremental Targets
(each year)
1st year To increase the number of independent
readers by 5%
2nd year To increase the number of independent
readers by 15%
3rd year To increase the number of independent
readers by 25%
 Step 6: Develop project design(s)

Project varies on timeliness set for

each PIA
Projects should be manageable

Major projects that would a need a long time

to implement should be subdivided into
smaller, more manageable projects.
 Step 6: Develop project design(s)

Each PROJECT
1. during the middle
will have to be monitored 2. during the end
at least twice by the SPT (implementation period)

Set the dates when the SPT will monitor the

project (include these dates in the Project Work
Plan and Budget Matrix.)

Note:
Longer projects should be monitored more than twice.
Step 6: Develop project design(s)

the accomplished Project

Work Plan and Budget
Matrix sub
m it
Step 6: Develop Project Design(s)

OUTPUT CHECK:
▪Project Work Plan and Budget Matrix
 
 Phase 2: Plan

Step 4 Review general objectives and targets

Step 5 Formulate solution(s)

Step 6 Develop Project Design(s)

Step 7 Write SIP

Step 8 Prepare AIP

 Step 7: Write the School Improvement Plan

SCHOOL IMPROVEMENT PLAN

(Name of School)
FY____ to FY ____

I.Executive Summary
II.Introduction

All SPT members shall sign

III.K to 3
IV.4 to 6
Include only those
V.7 to 10 that are applicable to
the SIP for onward VI.11 to 12 your school

submission to the Schools VII.Governance

Division Office (SDO).

VIII.Monitoring and Evaluation

Prepared by the School-Community Planning

Team composed of the following, during the SIP Workshop

You only need to submit this held on _________________________

_________________________________.
at the

at the beginning of the three- SPT Member Name

_______________
Signature
________

year SIP cycle.

________________ ________
________________ ________
 Step 7: Write the School Improvement Plan

I. Introduction

A. DepEd VMV II. School Current Situation

Assessment of Assessment of
Use your output Assessment of the status and trends school systems
during the Vision current status of
children, especially the
in the realization
of the school’s
and processes
that facilitate
Sharing activity school age children, in
the community as well as
contributions to and hinder the
the causes of shortfalls the achievement attainment of
and inequities in the of the Division school
children’s outcomes. Goals and objectives and
Objectives. targets.

“Kung may kwento dapat mayroong kwenta at

kung may kwenta dapat mayroong kwento.”
Step 7: Write the School Improvement Plan

III. K to 3, 4-6. 7-10,11-12 • Discuss briefly the school’s

prioritization of the most
IV. Governance pressing needs

PIAs include issues

within the school and
community affecting
the school and
learners, which need
to be addressed and
brought to the
attention of
stakeholders.
Step 7: Write the School Improvement Plan

V. Monitoring and Evaluation

How to document
issues and lessons
When and how regular learned?
should you conduct
M&E? What are the
indicators to
watch out for?

Summative evaluation shall be conducted by the SDO

at the end of the SIP Cycle
Step 7: Write the School Improvement
Plan

OUTPUT CHECK:
▪SIP with signatures of SPT members
 
 Phase 2: Plan

Step 4 Review general objectives and targets

Step 5 Formulate solution(s)

Step 6 Develop Project Design(s)

Step 7 Write SIP

Step 8 Prepare AIP

 Step 8: Prepare the Annual Implementation Plan
While SIP is aligned to the
Division Goals and objectives,
AIP is based on the general
objectives and targets set in the
SIP.
● It is recommended that the Project Team
who was assigned to do root cause analysis
for the PIA should be the one to prepare
AIP for continuity
●The PT may add or change some of
their team members if necessary.
An AIP is a year-by-year operational plan
for
AIPthe
Year 1SIP AIP Year 2 AIP Year 3
Step 8: Prepare the Annual Implementation Plan
 Phase 3: Act

Preparatory Phase 1: Phase 2: Phase 3:

Activities Assess Plan Act
 Phase 3: Act

Step 9 Test the solutions

Step 10 Rollout the solutions

Step 11 Check Progress of the AIP

 Step 10: Roll Out the Solutions

Process owners will implement

the solutions
Implementation might not
always be perfect
Project Team supports and
assists the Process Owner
Create a venue for feedback –
giving with your stakeholders
Step 10: Roll Out the Solutions

OUTPUT CHECK:
▪Plan to roll out your solutions
▪Plan to gather feedback from concerned
stakeholders
 
 Phase 3: Act

Step 9 Test the solutions

Step 10 Rollout the solutions

Step 11 Check Progress of the AIP

Step 11: Check Progress of AIP

Check progress and compare the performance

before and after implementing the solution
SPT should guide and help the Project Team in
resolving problems
Project Team submits report to SPT
 Step 11: Check Progress of
AIP

Project Monitoring Report Form

Scheduled Dates of Monitoring
Mid-year: ________________ Year-end: _________________
(1) (2) (3) (4) (5) (6) (7)
Name of Project Date of Accomplishments/ Issues/Problems/ Recommendations/ Signature of SPT
Project Objectives and Monitoring Status to Date Challenges Action Points and Project Team
Targets Leader

To be discussed
---------To be filled-up by Project Team------- by SPT and
Project Team

*this will be monitored in the next M&E cycle

 Step 11: Check Progress of
AIP
Consolidated progress reports will serve as
inputs to the SRC
Submit Project Monitoring Report
Form to the SDO together with
the AIP for the next year
SPT and Project Team will adjust,
modify, and write AIP of the
following year
• The Project Team assigned may
begin collecting, organizing, and
analyzing the required school data
for the PIAs to be tackled in the next
AIP.
• The next AIP begins with Step 2:
Identify/Review PIAs.
• After year 3, the SPT can now
prepare for the next cycle.
 Step 11: Check Progress of
AIP

OPEN COMMUNICATION BETWEEN SPT

AND PROCESS OWNER IS KEY

DON’T BE AFRAID TO BE TRANSPARENT

THE PURPOSE OF M&E IS TO
IMPROVE THAN TO CRITIQUE
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?
 The SIP QA Tool Classification

EXCEEDS MEETS BELOW

EXPECTATION: EXPECTATION: EXPECTATION:
Influence other Sustain but strive Revise the
schools for excellence whole
chapter/section
 Chapter 1: DepEd VMV
CHARACTERISTI BELOW MEETS EXCEEDS
C 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 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2A: 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 on its connection to the
School’s discussion on its discussion on its school’s current situation,
connection to the connection to the highlighting alarming
CURRENT school's current school’s current data that need to be
SITUATION situation is not situation. prioritized for
clear. improvement.
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2B: 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; and analysis; and uses the
PRIORITY analysis, but are uses the prescribed prescribed rubric; with
IMPROVEMENT not aligned to rubric. concise discussion on
AREAS (PIAs) to IOs. why such PIAs were
Intermediate selected.
Outcomes (IOs)
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2C: 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 2D: 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 do not have annual targets and are annual targets and are
annual targets. aligned with the aligned with the proposed
proposed solutions. solutions.
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2E: The chapter The chapter presents The chapter presents the
presents the root the root causes with root causes with evidence
Clarity and causes but there is evidence of the RCA of the RCA process, which
completeness of no evidence of the process. were thoroughly
the ROOT RCA process. deliberated by the SPT;
CAUSE and with concise
discussion on why such
ANALYSIS root causes were
(RCA) process identified.
 Chapter 3: PLAN
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 3A: 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 3B: 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 4: ACT
CHARACTERISTIC
BELOW MEETS EXCEEDS
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 PMRF with the PMRF with the following
of the monitoring plan. following information: information; project name,
MONITORING project name, objectives and targets, and
PLAN objectives and targets, schedule of monitoring for
and schedule of the year of implementation,
monitoring for the with reporting and
year of feedback mechanism to
implementation. stakeholders.
 END OF ASSESSMENT

SCHOOL EFFECTIVENESS DIVISION

Bureau of Human Resource and Organizational Development
Thank you!