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A. What is School ImprovementPlanning? School improvement Planning is a process by which members of the school – community conducts a thorough evaluation of their school’s educational programming in the previous school years and the development of a written school plan that: • establishes the starting point for ongoing evaluation of efforts and • unifies independently organized school improvement efforts from various areas of the total school program into a single, focused process.
B. What is a School Improvement Plan?A School Improvement Plan (SIP) is: • a road map that establishes the changes that the school needs to improve student achievement and shows how and when these changes will be made. • a three-year education development plan that embodies the vision and mission of the school. It contains the profile of the school and the community, problems and needs, goals, objectives, standards and targets, implementation plan, monitoring and evaluation plan, communication and advocacy plan, documentation and reporting to stakeholders and signatories. It is translated into an Annual Implementation Plan. These SIPs serve as the major bases of the Division Education Development Plan (DEDP).
• a comprehensive overview of major priorities to which theschool will commit its resources including activities which aresupportive of the national program of the Department andbest/effective practices to be sustained.• a document which embodies what a school wants to achieveand the manner with which to achieve it ensuring that the schoolmaintains its prevent strengths towards an enhanced learningenvironment for students.• an instrument by which the community can hold a certainschool accountable for student performance.
B. Who are involved in School Improvement Planning?Below are the proposed members of the SPT and their roles andresponsibilities, which may be expanded as the school/schoolcouncil sees it fit: Stakeholder Planning ResponsibilitiesSchool Governing • Actively participates in the development ofCouncil (SGC) the SIP by establishing priorities and settingrepresentative goals and strategies for school improvement • Initiates the formation of the School Planning Team • Convenes the School Planning TeamSchool Head • Provides leadership and guidance in the development of the plan, clearly explain the SIP planning process to the planning team and helps them understand their role in the process • Facilities actual planning workshop
Stakeholder Planning Responsibilities • Provide needed information relative to teaching and learning processTeachers • Actively participate during the development of the SIP establishing priorities, setting goals and formulating implementation strategies for the plan. • Share insights about what their children need to learn and the difficulties they face in school,Parents their aspirations for the school and their children, present other areas of concerns; and participate in setting goals, strategies, and priorities of the school • Commit available resource in the implementation of the plan
Table 6. Actual Accomplishments Versus Targets Stakeholder Planning Responsibilities • Share insights about their difficulties in the school and participate in setting goals,Students strategies and priorities of the school. • Share valuable information on the interest of the community in school improvement andBarangay and LGU participate in setting goals, strategies andRepresentative priorities of the school • Commit available resources in the implementation of the plan.
A. How do we prepare the SIPSIP Preparatory Purpose Time Persons Activities Frame InvolvedI. Calling for a To present the school profile to the March or School Head general community April (SGC) assembly School• Forming a To draw insights/inputs from the community for the development of Community School the SIP Planning Team To inform the community about the development of the SIP To distribute parent/student/teacher survey questionnaire to the community to determine the satisfaction level of the respondent on the way the school is being managed
1. Organizing To orient the SPT members April School Head about the tasks at hand re:roles and (SGC) and responsibilities preparing SPT the SPT To determine what resources (budget, supplies, and equipment venue, etc.) are needed in the preparation of the SIP To determine what technical assistance is needed (from the Division , Region and Central Office) in the preparation of the SIP1. Collecting, To gather data from the school April-May- SPT organizing management information system June and (SMIS) analyzing school To gather survey results (parent/ data student/teacher survey, CFSS Self-Assessment Guide and APPES and Sterling Silver “School Self Survey Tool) To fill-out school report card
1. Identifying core To identify core values and June SPT values and formulate vision and mission (SGC) formulating vision and mission1. Determining To determine school goals June SPT school goals and and objectives objectives1. Formulating To formulate Work and June-July SPT Work and Financial Plan and Annual Financial Plan Implementation Plan and Annual Implementation Plan1. Developing the To develop the School’s August SPT School Monitoring and Evaluation Monitoring and Plan and Structure Evaluation Plan and Structure
1. Organizing for To prepare the school for SIP September School Head implementation implementation (SGC) School Community9. Writing the SIP To finally organize the October SPT contents of the plan with (SGC) November reference to items 3 to 8 of this table December Division10. Presenting the SIP To submit the SIP to the December SPT to the School School Council for approval (SGC) Council for and Division for acceptance School approval and Community Division for Acceptance11. Preparing To determine strategies to January SPT advocacy plan effectively advocate for (SGC) for the SIP support of the plan from various stakeholders School Community12. Communicating To present the plan to the February SPT the Plan stakeholders (SGC) Onwards School Community
1. Orientation To conduct workshop on February School on implementation start up; clarify School Implement roles of those involved and determined activities on the Community ation Start implementation of the SIP Up
Communicating the Plan STEP 1: Implementation Start Up Collecting, Organizing, & Analyzing School Data STEP 2: STEP 7: Identifying Core Values & Writing the Formulating the School Vision & Mission Improvement Plan SIP Statements STEP 3:STEP 6: Planning Determining School Goals & CycleOrganizing forimplementation Objectives STEP 5: STEP 4: Developing the Formulating the School’s Work & Financial Monitoring & Plan and Annual Evaluation Plan Implementation and Structure Plan Figure 1: Steps in the Formulating of the School Improvement Plan.
STEP 1: Collecting, Organizing andAnalyzing School DataInput Process Tool Output SIP Outline Accomplished School Profile SchoolSchool Report Card Initial Data SituationData (SRC) Inferences AnalysisFigure 2: Graphical Illustration of Step 1
A. Data Gathering and OrganizationTo organize school data the use of the SRC Format is suggested.Advantages of the SRC: 1) It allows the SPT to review substantial school data in one glance 2) Itprovides the opportunity for the school to conduct trend analysis allowing initial inferences to be madefrom their dataPlanning Indicators Description and Collecting of DataEnrolment • Collect 5-year enrolment data. (to forecast enrolment • Only the August enrolment is to be indicated in the SRC • Use the Form 3 or the Government School Profile as the basis for this planning indicator • To be filled up only if the school is managing an ALS ALS Enrolment program. Otherwise, place N/A or not applicablePersonnel • Count only the plantilla-items including the vacant position/s. • TICs are not to be counted under the Principal item but rather under the Teacher item. Put remarks on the last column (What are these data telling us? Of the SRC that a teacher is designated as TIC. • In accounting for teacher items, exclude locally paid and volunteer teachers • In accounting for non-teaching /support personnel, exclude teachers who are designated to perform administrative responsibilities in the school.
Planning Indicators Description and Collecting of DataPhysical Facilities • Count only physical facilities based on “intent” and not on “utility”. Meaning, the laboratory which was converted as a classroom is counted under laboratory and not under classroom. • Exclude demolished facilities in the countClassroom • Refers to the desks, armchairs, set of table and chairs, blackboard, laboratory tables & chairs, cabinets, teacher’sFurniture tables & chairs and others • Do not count furniture that are not serviceable or condemnable or those personally owned by the pupil/student & teacher. • Count as 1 of 1 set of Table and 2 chairs (new model)Office Equipment • Refers to computer solely used in the office, typewriter, photocopier, mimeographing machine, fax machine, sound system and othersALS Community • Refers to the ALS Learning Center offering different kinds of community-based training programsLearning Center
Planning Indicators Description and Collecting of DataSite Ownership • Refers to the status of the school site acquisitionLearning Facilities • Please refer to the DECS Service Manual 2000& Equipment • Prepare a separate list of all required equipment. Attach the document to the SRC • Place a checkmark if all listed equipment are present in the school and come up with a total to be reflected in the SRC per learning facilities. • Multimedia refer to computers for instruction, TV set, video or DVD or cassette player & othersTextbooks • Only BEC-based textbooks (SEMP) are to be included in the SRC. Exclude in the computation any other textbooks which are not SEMP • For the ALS, indicate the materials per learning strand.Medical/Dental * Refers to the kind of services the school children availed such as dental check-up/tooth extraction, physical check-Services up, deworming, and others.
Planning Indicators Description and Collecting of DataLearnerPerformance> NAT Result • Refers to the MPS per subject area Reading • Refers to the PHIL-IRI result or other reading assessment tool utilized by the school.ComprehensionTeacher-Pupil Ratio • Refers to the total number of enrolment against total number of nationally paid teachers. Exclude volunteer or locally paid teachers in the computationTextbook-Pupil • Refers to the number of textbooks (SEMP) against total number of enrolment.Ratio • For the ALS, refer to the number of learning strands available against total number of enrollees
Planning Indicators Description and Collecting of DataNutritional Status • Indicates the number of pupils/students who, after being examined, are classified as Normal, Above Normal, or Below Normal status of nutrition • Secure information from your school MIS or the School Nurse assignedClass Size • Refers to the pupil/student requirement at 45 per classInstructional • Refers to the frequency of supervision and the number of teachers supervised per month.SupervisionParents’ Rate of • Attendance to the Home Room or General PTCAParticipation Assembly will be used as bases for computing this indicator. • Reflect the average number of attendees over the total number of parents in the school.Public Expenditures • Refers to the financial allocation / support given by LGU to the school
Planning Indicators Description and Collecting of DataSchool • Refers to the recorded incidence in the school such as: theft, conflicts and others.EnvironmentPerformance • Secure all indicators listed below from your school MIS or Division Planning Office for the past three (3) years.Indicators • Indicator percentage should be up to 2 decimal places • Graduation Rate is translated to: Number of GraduatesGraduation Rate (March) over number of enrolment (March) x 100.Promotion Rate • Promotion Rate assesses the extent of pupils/students who are promoted to the next grade/year level. • Formula: Number of Promotees (March) over Number of Enrolment (March)Simple Dropout • The Simple Dropout Rate calculates the percentage of pupils/students who do not finish a particular grade/level.Rate • Formula: Number of Dropouts over Enrolment (August) x 100.
Planning Indicators Description and Collecting of DataFailure Rate • This indicator evaluates the extent of pupils/students who failed a given grade/year level. • Formula: Number of Failures over Number of Enrolment x 100Repetition Rate • This indicator determines the number of pupils/students who repeat a grade/year level. • Formula: Number of Repeaters current SY over Number of Enrolment Aug. previous SY x 100.Retention Rate • The Retention Rate determines the degree of pupils/students in a particular school year who continue to be in school in the succeeding year.Completion Rate • This is the percentage of first year entrants in a level of education who complete/finish the level in accordance with the number of years of study.
Step 2: IDENTIFYING THE CORE VALUES AND FORMULATING THE VISION AND MISSIONA. Step in Determining School Core Values A.1 Review the Values Clarification Checklist Values Checklist People Processes PerformanceEquality/Equal Close Relationship Ecological AwarenessOpportunitiesRespect Fairness Open and Honest PeopleFairness Helping other people HonestyJustice Influencing others Fast paced workExcitement Order (stable, conform) Helping other peopleHonesty Systematic Influencing othersFlexibility Creativity Life long learningProfessionalism Flexibility Order (stable and conform)Loyalty Effectiveness Ranking against others
Step A.2: Identify top 10 school valuesStep A.3: Out of the 10, identify your 5 mostvalues.Step A. 4: From the 5, come up with onlythree valuesStep A. 5: Ask participants to agree on 3topmost school valuesStep A.6: Describe the values
Formulation of Vision, Mission StatementsVision is the “WHAT” It is an expression of a destination towardswhich the school should aim.A vision should be: - clear - memorable - linked with client need and - involvingThe vision will help our school develop systems and rules thatwould guide us in the pursuit of our school mission.
WHAT IS A MISSION STATEMENT?A mission statement is something that describes the path the school chooses to take to become what it wants to be as expressed in its vision statement.A mission statement:-- provides the focus, the map;--- tells the reasons for making the trip or the journey;--- specifies what is valid, what we as an organization pledge to do;--- tells who we are and what we do; and--- addresses the needs of clients and stakeholders
SHARED VISION WHERE DO WE WANT TO GO MISSION HOW DO WE GETSITUATIONAL ANALYSISWhere are we now
Below is a sample of how mission pillars will look like at the end of the workshop.QUALITY SCHOOLGRADUATE MANAGEMENT FACILITIESProduce high School run by SCHOOLquality of Have enough a very COMPLETE INFRASTRUCstudents books effective PERSONNEL ANCILLARY TURE Principal SERVICESAttain Have a Hire computerglobally Acquire To have good teachers Establish functionalcompetitive vehicle for instructional functional teachers officestudents the school leader Have an school To have Acquire English major canteenProduce To have good stable functional teachercomputer working laboratory Have a electricity Add teachersliterate relations with functionalstudents Acquire stakeholders Build more guidance classrooms To have a sports servicesGraduate school equipment Haveskillful medical Have a school comfortablestudents Implement services clinic learning centerTo have God school Request forfearing electrification clerk To have To a sciencestudents Have a complete laboratory rm. security guard laboratory Have Produce functional teaching guidance office learning aids
Vision Mission•Draws on the values and beliefs and •Draws on the beliefs and values of theenvironment of the organization organization•Describes what you want to see in the •Is future-oriented and portray thefuture organization as it will be, as if it already•Specific to a certain organization exits•Positive and inspiring •Is specific to the organization, not generic•Does not assume that the system willhave the same framework as it is today •Is a short statement, not more than one or two sentences•Open to significant modification tocurrent organizations, methodology,teaching techniques, facilities, etc.
Step 3: Determining the School’s Goals andObjectivesDetermining the Goals of the SchoolHaving determined the priority concerns of the school, the SPT is now ready to establish (or revise) improvement goals that address the priority needs of the school. The goals needs to be substantive and attainable, so the fewer the goals, the better. All goals should be anchored on the Education for All (EFA) Goals, but should be crafted based on the results of the data analysis.Developing the School’s ObjectivesDevelop objectives that would measure the progress in accomplishing the goals. Objectives should contain the following elements: Specific, Measurable, Attainable; Realistic and Time bound
STEP 4: Formulating the Work andFinancial Plan and Annual ImplementationPlan (AIP)Input Process Tool Output SIP Outline WFPSchoolgoals & Planningobjectives matrices Programs andSchool Hierarchy Actions forReport approach Three yearsCard AIP Figure 4. Graphical Illustration in Formulating the WFP and AIP
To complete the information required in the three year WFP, thefollowing are identified:* Priority Improvement Areas – such a school leadership,internal programs, external programs and special projects. * Objectives of each improvement area * The programs, projects or activities to be undertaken to carry out the objectives * Resource Requirement * Time Line * Sources of Funds required
Table 1. Three-Year Work and Financial Plan Matrix Template Programs, PRIORITY Projects, Resource TIME LINE IMPROVE Requirem AMOUNT & TARGET SOURCES OBJECTIVE MENT Activities ent OF FUNDS YR. YR. YR. AREAS 1 2 3 MOOE PTCA LGU Others TOTAL SUB-TOTALS TOTAL
Table 2. Example of an Accomplishment Work & Financial Plan Matrix Template PRIORITY OBJECTIVES PROGRAMS,PROJECT, RESOURCE TIME LINE AMOUNT & TARGET SOURCES OF FUND IMPROVEMENT ACTIVITIES REQUIRE- AREAS MENT MOOE PTCA LGU Others YR. YR. YR. 1 2 3 - to strengthen areas * Regular instruction consultation P 1,000.00B. School of * Regular classroom visits 2,000.00 Leadership supervision * Regular faculty meeting 10,000.00 & internal * Regular mentoring/coaching 2,000.00 management P 15,000.00 - to increase the * Implementation of Red-A- 100,000.00B. Internal academic Thon, PHIL IRI, etc, 50,000.00 Improvement performance * Continuous implementation of Objectives of the pupils Opan AURA 350,000.00 * Enhancement of pupils through P 500,000.00 fun and away games - to increase * Improve physical environment 500,000.00B. External participation for learning 750,000.00 Improvement rate from * Construction of school fence 52,000.00 Objectives 86% to 95% * Construction of pathways 150,000.00 * Implementation of EPP to 90,000.00 address malnutrition P 2,500,000.00 * Improve the availability of classroom furnitures & IM’sTOTAL P3,000,015.00 SUB-TOTALTOTAL P 3,000,015.00
Table 3. Annual Implementation Plan Matrix Template Year _________ A B C D E FPRIORITY OBJEC PROGR RESOURCE TIME FRAME SOURCES & AMOUNT OF FUNDSIMPROVE TIVES AMS REQUIREMENT MENT PROJE Q1 Q2 Q3 Q4 AREAS CTS Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE LGU PTCA Others ACTIVI TIES SUB-TOTALS SUB-TOTALS TOTALS TOTALS TOTAL
STEP 5. Developing the Monitoring andEvaluation Plan and StructureThe objective of this step is to enable the school to track its progress andmake timely adjustment on the School Improvement Plan: Input Process Tool Output SIP OutlineSchool goals andobjectives M&EAnnualImplementation Matrix M&E Organizing forPlan School goals plan Implementa-and objectives Table 4 tionAnnualImplementationPlanReport Card Figure 5. Graphical Illustration on Monitoring and Evaluation PlanThe school goals and objectives and the suggested planningmatrices for the three-year WFP and AIP are required inputs tothis activity
Monitoring is the purposive gatheringof pertinent information relative tohow well targets are achieved and themanner with which these targets areachieved.Evaluation is the analysis ofinformation gathered during themonitoring phase with which one canmake judgment on the effectivenessof the school.
STEP 6. Organizing for ImplementationAn SIP Implementation Team should be organized in the school by the school head to:1. manage SIP implementation;2. organize priority improvement area team approved by the school head which will manage different programs and activities in the AIP and the 3-Year Work and Financial Plan;3. make regular reports (e.g. monthly) to the school head as regards status of SIP implementation;4. make recommendations to the priority improvement area team regarding interventions that are considered necessary in successful plan implementation;5. assist the SPT in enhancing the SIP every year during SIP revisit;6. convene regularly (e.g. monthly, quarterly) to discuss implementation issues.
Sample composition of an SIP Implementation Team (specific membership will depend on the program of work in the SIP)1. One Head Teacher or Master Teacher - Chairman2. One Science Teacher3. One Mathematics Teacher4. One English Teacher5. One TLE/EPP Teacher preferably Shop or Industrial Arts Teacher6. Two student/pupils representatives7. One Parent or LGU
Composition of SIP M & E Team:1. One Department Head Teacher or Master Teacher2. Two teachers who have the capacity to conduct SIP M & E as determined by the school head3. One parent representative for every grade level4. One LGU representative5. One School Council Representative
---------------------- DIVISION DISTRICT OFFICE OFFICE SCHOOL’S SPT STAKEHOLDERS SIP SIP IMPLEMENTATION M&E TEAM TeamSchool Internal External SpecialLeadership Improvement Improvement ProjectsProgram Area Program Area Program ProgramTeam Team Team Team Fig. 6. Suggested Organizational Structure for SIP Implementation
The SIP IMPLEMENTATION TEAM undertakes the followingfunctions:1. Organize program teams approved by the School Head which will manage different programs and activities as reflected in the 3-year WFP and the AIP;2. Make regular reports (monthly, quarterly, semi-annual or annual) to the School Head as regards the status of SIP implementation;3. Make recommendations to the program teams regarding actions that are considered necessary in successful plan implementation;4. Assist School Planning Team in enhancing the SIP every year during the SIP revisit; and5. Convene regularly to discuss implementation issues together with School Heads and M & E Team
The SIP MONITORING AND EVALUATION TEAM that monitorsand evaluates the plan implementation.Specifically, it shall:1. Conduct monitoring during plan implementation like gathering, recording, organizing, storing data and ensuring that school records are complete and up to date;2. Evaluate results of SIP implementation which will be made as basis for decision making by the SH for interventions;3. Make regular reports and submit to SH;4. Update M & E plan during SIP revisit;5. Design monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules, monitoring and feedback forms);6. Analyze and interpret data and provide copy to the School Head and program teams;7. Convene regularly to discuss M & E concerns together with implementation team and SH;8. Monitor school and learner performance and recommend to the SH, actions to improve learner achievement.
Suggested composition of the teams. SIP Implementation Team SIP M & E -One HT or MT – chairman -One HT or MT -One Science Teacher -Two Teachers -One Mathematics Teacher -One parent representative -One English Teacher -One LGU representative -Two pupil representatives -One School Council -One parent or LGU Representative
Head of School School M & E Team Implementation Team Physical Student/ School Curriculum StaffFacilities and Pupils & InstructionalInstructional Finance Programs Co-curricular Development Others Team Activities Team Materials & Team Team Equipment Team Fig. 7. School Improvement Plan Implementation Structure (Suggested Format for Small Schools)
Suggested Roles/Functions of Program Teams1. Physical Facilities & Instructional Materials & Equipment Team a. Prepares master plan on physical facilities and instructional materials and equipment b. Make annual inventory of facilities, materials and equipment c. Identifies physical, materials and equipment needs d. Assists the preparation of project proposal to source out funds for physical facilities, materials and equipment projects e. Takes the lead role in implementation of physical facilities project f. Takes charge of procurement of materials and equipment g. Conducts regular inspection of physical facilities informs the school head on the status and make recommendation h. Prepares list of measures on the care and use of physical facilities, materials and equipment
Head of School M & E Team Physical Curriculum Student/ School & Instructional Pupils StaffFacilities and OthersInstructional Finance Team Co-curricular Development Composed of Activities Team programs Materials & Team 5 DH Team Equipment Team Science program team Mathematics program team English program team Pilipino program team Makabayan program team Fig. 8. School Improvement Plan Implementation Structure (Suggested format for Big schools w/ Dept. Heads)
2. Curriculum and Instructional Programs Team a. Organizes program teams per subject area b. Lists roles and functions of each subject area program team c. Convenes regularly with SH, Implementation team and M & E team d. Records best practices, facilitating and hindering factors in relation to the implementation of subject area program
3. Student/Pupil Co-Curricular Activities Team a. Prepares plan for student/pupil co-curricular activities b. Supervises co-curricular activities like sports, cultural shows, talent shows, student/pupil government activities, etc. c. Mobilizes stakeholders to support student/pupil activities d. Convenes regularly with implementation team, SH and M & E Team to discuss issues about the program
4. Staff Development Team a. Conducts TSNA to determine strengths and training needs of teachers and non-teaching personnel b. Prepares an INSET Plan and submits to SH for comments and approval c. Conducts resource mobilization activities in order to get funds to support plan d. Manages INSET program to improve professional competence of teachers in order to improve the delivery of instruction e. Organizes pool trainers in the school who can be tapped as speakers during INSET f. Evaluates and makes Training Completion Report after the completion of every training g. Convenes regularly with the School Head, Implementation Team and M & E team and discusses implementation issues
5. School Finance Team a. Makes recommendations to SH as regards School Financial Plan in relation to the budget requirements of the SIP/AIP b. Prepares resource generation plan which will involve the stakeholders c. Manages allocation of resources for operational and developmental activities which are reflected in the SIP d. Prepares annual procurement plan approved by the school head e. Prepares financial reports f. Tracks the utilization of funds and reports to SH
6. Advocacy / Communication Tea, a. Prepares communication/advocacy plan to disseminate information regarding the SIP b. Links with the media (print / TV / radio / Internet) to raise consciousness of stakeholders about the SIP and entice them to support SIP c. Writes press releases on the progress of the SIP implementation
Three-year School Sets the direction School Level Strategic Plan Planning Annual Implementation Operationalizes the Plan strategic plan School Detailed Policies programs/project plans ----------------------------------------------------- Individual Planning TeacherPrincipal IndividualIndividual ProfessionalProfessional DevelopmentDevelopment PlanPlan ----------------------------------------------------- Stakeholders Stakeholders’ Plans/Programs/Projects Planning Fig. 8. The Relationship of Stakeholders’ Plan to the SIP
Roles of Organizations 1. District Office a. Provides technical support to the SPT during plan preparation and plan revisit b. Conducts M & E c. Provides guidance and technical input during plan implementation d. Receives reports and give feedback e. Assists school in its advocacy efforts of the SIP
2. Division Office a. Includes programs and projects of the SIP in the Master Plan of the DEDP b. Monitors SIP implementation c. Facilitates SIP formulation and revisit of the plan d. Designs the SIP Reporting and Feedback System e. Provides / facilitates technical and financial support to school in SIP implementation, and formulation f. Conducts SIP appraisal, annual review and evaluation g. Assists school in its advocacy efforts of the SIP
3. Stakeholders (School Council, PTCA, LGU, etc.) a. Design plan in support of the SIP b. Provides technical and financial support towards SIP imp c. Assists in the implementation of the plan, monitoring and evaluation of the plan implementation d. Participates in the preparation of the School Improvement Plan e. Assists the school in its advocacy effort of the SIP
Writing the SIPInput Process Tool Output SIP Outline SIPOutputs School Communicating Templates Improvement withof eachStep Plan Stakeholders Figure 10. Framework on Writing the SIP
SIP Outline PART TOOL OUTPUT REMARKSEndorsement None Endorsement Contains signatories of the School Planning Team (See sample endorsement on page 91)Introduction None Introduction Write 2 to 3 paragraphs indicating who made it , why you did it (rationale), how the plan was developed, how you intend to use the plan
ProfileA. School - Name and BEIS, School School -Write a paragraphs or two History Records, Profile describing the current Plantilla, school profile per sub area - Type of school (e.g. Elem/ Organizational Secondary, Monograde/ Chart Multi-Complete/ Incomplete Suggestions: , Central/Non-central 1. A tabular or graphical - Curriculum (Organization of presentation of data may be curriculum such as BEC, presented with a short Special Programs, SPED, narrative discussion to Tech-Voc, etc. support the presentation. - Personnel (School Head, Teachers, Non-teaching 2. Use simple and clear Personnel and other support words or statements to staff) organize ideas in a - Physical facilities (Classroom, paragraph form furniture, comfort rooms, canteen, library, playground 3. For special features of apparatus, etc.) the school include - Others (e.g special achievements, features accomplishments, potentials and other unique qualities. Refer to sample SIP
A. Community - Socio-cultural (tradition, Barangay / Community Write a paragraph or beliefs, practices of the Municipal Profile two describing the people Records current community profile per sub area - Political (governing body/ political structure) - Geographical location (boundaries) - Demography (population) - Economy (income, livelihood and economic status)Situational Analysis The writing of the Situational Analysis shall start with the accurate accomplishment of the School Report Card.
Situational Analysis Then inferences shall be made and a deeper analysis of the school situation shall be conducted looking at problems and potential programs and projects worth sustaining. Here are some suggestions in the writing the situation analysis: 1. Write in narrative/paragraph form following this presentation a. Present the data b. Present the gap (this refers to the difference between the actual data and standard) c. Present the reason/s for the gap (taken from the identified problem
Situational Analysis 2. The narrative shall be supported by tabular or graphical data 3. Use any of the tools used in problem identification to come up with accurate analysisA. Collecting , organizing and analyzing data on the following:10. School Performance -SRC - Student Achievement -Data Inference - Performance Indicators (Drop outs, Template Repetition, Retention , Completion, etc.)2. Instructional Materials (Textbooks, references, school equipment, teaching aids)3. Personnel (School Head, Teaching and Non- Teaching)
1. Physical Facilities (building, classrooms, toilets, library, clinic laboratories, guidance center, canteen, school furniture, etc.)2. School management - leadership (administrative, instructional and linkages) - planning and development - organizational structure and staffing - systems and procedures (EMIS, M & E Budget Rewards, Communication)B. Problem Identification - SRC List of -Streams Problems Analysis Chart -Problem Tree Chart -SWOT
- Survey Questionnaire - Force Field - ASSA - CFSS Assessment Guide (Tracking System)Guiding PrinciplesA. Core Values -Values Core Write a brief Checklist Values description of core representing people, processes and performance and how stakeholders will behave in carrying out its vision and missionA. Vision Vision Contains simple or Statement complex statements. (NOTE: Style committee shall be invited to craft the vision statement) Refer to samples on pp. 44-46
A. Mission Contains one or more statements - Format could be in paragraph or bullet form (see sample on p. 45)D. Goals and Objectives -- Objective Goals and Contains Template Objectives programs/projects/ -- Goals and Chart interventions to: Objectives -Address identified Template problems -Sustain promising SBM practices that will enable schools reach the mature level -Promote continuous school and community improvements (e.g. Brigada Eskwela, ECARP, DORP, Sports etc.)3. Year Work and Financial -3 year 3 Year Contains objectives Plan Template WFP programs/projects/ interventions to be attained within 3 years using the 3-year WF template
Annual AIP Template AIP Contains majorImplementation activities ofPlan (AIP) programs/projects/ interventions to be attained within one (1) year using the AIP TemplateMonitoring and -M & E template M & E Plan and Write a briefEvaluation Plan and -M & E Chart Structure description on theStructure organization of the M & E structure and the corresponding roles and responsibilities. (Refer to page 65)Implementation -SIP SIP Implementation Write a briefPlan and Structure implementation Plan and Structure description on the chart organization of the SIP Implementation Structure and the corresponding roles and responsibilities.
PROCESS FLOW Awardin Recommended for Acceptance of g of the SDS Cert. of If yes Acceptan ce by Preparation Submitted Rapid the SDS of the SIP by to SGC for Appraisal the SPT by DSRT/DsSRT Approval Sent back to the SPT SIP to undergo for refinement and A process of If no inclusion of the “minimums” review/refine- ment Figure 11. Process Flow of SIP Review and Acceptance
PROCESS AFTER REFINEMENT Rapid Recommended Awarding of Enhanced/ Cert. of Appraisal by for Acceptance Refined SIP of the SDS Acceptance DSRT/DsSRT by the SDS Figure 12. Process after Refinement of SIP
Republic of the Philippines Region _______ Department of Education DIVISION OF _____________ _________City / Province Awards this CERTIFICATES OF ACCEPTANCE of the to_______________________________________ ( NAME OF SCHOOL ) For having successfully complied or met (with) the requirements and standards of the Department of Education as mandated by RA 9155.This certificate is given this ____ day of ______, 200____ at ____________________ _________________________ Schools Division Superintendent
Figure 13. SIP School Year Life Cycle Annual SIP Start-Up Annual Review SIPAppraisal Review Review And Evaluation Evaluation SIP Start-UpSIP SIP Yr. 1 SIP Yr. 2 SIP Yr. 3 ImplementationPreparation Implementation Implementation Implementation
Table 4. SIP Implementation Progress Report Matrix TemplatePriority Improvement Area:_______________________ Program Team Leader :_______________________ PLANNED ACCOMPLISH- PROBLEMS/ ASSISTANCE POSSIBLE ACTIONS TO DATE OFACTIVITIES MENT OF CONCERNS NEEDED SOLUTIONS BE TAKEN COMPLETION PLANNTED ENCOUNTERED ACTIVITIES
Table 5. SIP Monitoring and Evaluation Matrix Template-Stakeholders’ Perceptions on School Program and Project Implementation Parent’s Opinion Summary of Findings Recommendation Dimensions Quality of teaching Learning Outcomes Student Reporting General Environment Customer Responsive Teacher’s Opinion Summary of Findings Recommendation Dimensions Clear Goals Decision Making Professional Development Discipline Feedback / Recognition Leadership Morale Openness/Sharing Professional Support
School Improvement Plan: A Manual for Schools Department of Education, Philippines School Climate Summary of Findings Recommendation Dimensions Attitude towards school Social Acceptance Student Incentive Curriculum Usefulness High Expectations Difficulty of WorkTeachers and Teaching Summary of Findings Recommendation DimensionsEmpathyTeacher Energy/EnthusiasmFairness/FirmnessHelpful/ResponsiveHigh ExpectationsQuality InstructionFeedback/RecognitionDifficulty of WorkTime Allocation
Table 6. Actual Accomplishments Versus Targets TARGET ACTUAL ACCOMPLISHMENT
Sample Endoresement LetterDate:_________________________________________School Division SuperintendentDivision of _______________________Sir/Madam:Greetings,We are happy to inform you that (Name of School) has completed its School Improvement Planwhich we are hereby endorsing for your review and acceptance.We wish to inform your office that this SIP is a product of the collaborative effort of parents,community leaders, teachers, alumni, pupils under the leadership of (Name of School Head).We look forward to a favorable response. Thank you and regards.Sincerely yours,_________________ ___________________ ___________________________________ School Head SGC Chairman Head School Planning Team Barangay* If the school has a School Governing Council, endorse the SIP to the SGC.