IDENTIFYING KEY AND

IMMEDIATE CHALLENGES
AND INTERVENTIONS
A Simulation Workshop

ROY M. DALAFU
Head Teacher III

PRIME HRM
BRONZE AWARD
MATURITY LEVEL II
 SESSION OBJECTIVES:

Terminal Objective:
Demonstrate understanding in
identifying key and immediate
challenges and interventions for the
formulation of the School Improvement
Plan (SIP).
 Enabling Objectives:

Discuss school data, concerns, issues, gaps and problems based on

01 the data gathered from the localized contextualized ESIP tools

Utilize the localized Sit. An. Workshop Templates in identifying key

02 and immediate challenges and interventions

03 Appreciate the importance of the localized tools in identifying the

Key and Immediate Challenges and formulating ESIP
 Priming Activity. Word Cloud

1 2 3

Please write on
a paper key Which among
words or the given
hashtag that Paste them words do you
you associate associate with
on the wall the steps in
with the
steps/activities conducting the
done in “assess” “assess” phase
phase of ESIP of ESIP
formulation. formulation?
 Activity. My School Current Situation

Instructions: 1. In your respective group, discuss/share your

current school situation based on the data
generated and characterized using the
contextualized ESIP template.

2. Discuss it with your groupmates for 5 minutes

3. Choose 1 school current situation to be presented

in the plenary for 3 minutes
 Activity. My School Current Situation

Questions: 1. What were the identified CIGPs?

2. Among the identified CIGPs, what surfaced to be
the most pressing (immediate) need/ problem?
3. For indicators with five-year data, what trends
surfaced from your data in the last three years?
4. Did your school improve in terms of Key
Performance Indicators?
5. What is alarming from your data analysis?
6. What needs most improvement?
 Identify/Review
Key and Immediate Challenges (KICs)

The data gathered and characterized along these key result areas with the
use of the localized ESIP tool should be discussed with the SPT.
But aside from the given tools, the SPT needs to accomplish the Gap
Analysis Template to see if there are gaps between the school performance
and division targets that will be included in the list of KIC. Please note that
we have already filled up our Gap Analysis Template during our first session

Output check!
Your team should be able to accomplish the following:
• Documentation of the discussion on the Initial list of Key and Immediate Challenges (KICs)
• Gap Analysis Template
Sample Gap Analysis Template
 Workshop and
Presentation of Output

Based from the filled-up workshop tools during the SitAn

workshop, please craft your Gap Analysis Template by
using the Division targets as reference.
The workshop will run for 20 minutes. From the team, assign a reporter, a
workshop recorder, a workshop leader and the rest will have to their
individual share inputs.

After the workshop, each group will present their Gap Analysis Templates
for 5 minutes each.
 Identify/Review Key and
Immediate Challenges (KICs)

Key and Immediate Challenges are the identified CIGPS, threats or weaknesses of the school.
These can be derived from analysis of data using appropriate analysis tool: comparative
analysis tool, trend analysis, tracker form, data attribution or SWOT analysis.

To help you determine which

among the issues you should
identify as your Key and Immediate
Challenges, you can refer to the
rubrics and a template that you
can use with these rubrics
Identifying KICs
RUBRICS IN THE PRIORITIZATION
OF KEY AND IMMEDIATE CHALLENGES
 FINALIZING YOUR KEY AND
IMMEDIATE CHALLENGES PRIORITY LIST

Key and Immediate Intermediate Outcomes Rate its

STRATEGIC
Rate its
URGENCY
Rate its
MAGNITUDE
Rate its
FEASIBILITY
AVERA
GE of
INTERPRETATION

Challenges Alignment IMPORTANCE Ratings

(Options: Access, Equity, Quality,
Resiliency and Well-Being)
Refer to BEDP
 Set General Objectives

From your identified KICs, formulate general objectives for your 6-year plan.
General objective statements are what you want to achieve.
If, for example, your school has a problem in student tardiness, the general
objective can be 'to reduce student tardiness.' The second column of the
Planning Worksheet where you write your general objectives and where you
check the appropriate box to note when they should be done.
Note: In formulating objectives:, consider these elements: Timeline, Target, Indicator, Period

You can use this pattern:

To+ verb + indicator + by how much + when
 Set General Objectives

Note: In formulating objectives:, consider these elements: Timeline, Target, Indicator, Period

You can use this pattern:

To+ verb + indicator + by how much + when

Example:

To reduce the dropout rate from 2.5% to 0% in SY 2024-2025.

 PREPARING YOUR PLANNING WORKSHEET

Time Frame
Intermediate
Key and Immediate Outcomes General Objectives SY SY SY SY SY SY
Challenges Alignment 2022-2023 2023-2024 2024-2025 2025-2026 2026-2027 2027-2028
(Refer to BEDP) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

School Simple Drop- Access To reduce the simple dropout rate Reduce to Reduce Reduce Reduce to Reduce Reduce
out Rate is over 2% SIO#1.2. All from 2.5% to 0% from SY 2022 to 2.3% to 1.8% to 1.4% 0.90% to 0.40% to 0%
2028.
learners stay
in school and
finish key
stages
 Organize Project Teams

Organize a Project Team for each KIC that you will address for the current year. Depending
on the size of the school and number of KICs identified, a Project Team may be formed to
work on more than one KIC. The members of the Project Team may be drawn from the
community, teachers, and learners, with at least one member coming from the Planning
Team.
The Project Team shall agree on the role of its members (e.g. Project Team Leader, Asst.
Team Leader, Scribe, etc.). For documentation purposes, you may use the following
template:
Activity 3.2. Set General Objectives
Project Member Role Responsibilities
Suggested Template: Note: The Project Team can
gather more data related to
their KIC if necessary.
 Workshop and Presentation of Output

Based from the filled-up workshop tools during GAP

ANALYSIS and Finalized KIC Priority List, please craft the
Planning Worksheet and General Objectives. Minimum KICs
for planning for the sake of this workshop is 3.
The workshop will run for 20 minutes. From the team, assign a reporter, a
workshop recorder, a workshop leader and the rest will have to their individual
share inputs.
After the workshop, each group will present their PLANNING WORKSHEETS for
5 minutes each.
 Listen to the voice of
the learners and other stakeholders

Aside from digging deeper into your learners' or stakeholders' problems,

this step is also a good opportunity to ask the learners or stakeholders on how
they were helped by your school. If your school has existing interventions, you
can also check how they feel about and how they view these interventions. This
will help you substantiate specifics of KICs derived from the data analysis used
as introduced in the Sit An workshop.

'Listening' can be done through one-on-one or dyads/triads interviews, surveys,

or Focus Group Discussions (FGD) with learners, parents, and other
stakeholders.
 Select the Area of Focus

Focusing on a problem allows you to deal with fewer issues which you can deeply analyze.
This, in turn, makes it easier to think of solutions or improvements. Improvements in your area
of focus may contribute in addressing the bigger issues in school and consequently will
improve school performance in time. In selecting your area of focus, choose the one which,
when addressed, will clearly affect the KICs.

Having identified your area of focus from the data analysis tool, formulate it into a problem
statement. This statement includes information on the following questions:
• What is the magnitude of the problem?
• How often is it happening?
• Where is it happening?
• When does it happen?
THANK YOU SO
MUCH!