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11. SCHOOL IMPROVEMENT PLAN GUIDEBOOK

13. SCHOOL IMPROVEMENT PLAN GUIDEBOOK
2
Acknowledgement
The Department of Education wishes to thank all DepEd Officials and personnel who gave their
valuable feedback on this enhanced SIP Guidebook. Their comments made the enhanced SIP more
responsive to schools and aligned to the thrusts of the Department. Also worth recognizing are the
efforts of the previous SBM Technical Working Group under the Basic Education Sector Reform Agenda
(BESRA) who led the development of the 2009 SIP Manual and the Office of Planning Service (OPS)
who worked on its initial enhancements in 2013, including all the schools that participated in field
testing. Truly, the enhancements were made possible because of the hard work and dedication of
these groups and individuals.
This Department would also like to thank the United Nations Children’s Fund (UNICEF) in the
Philippines for extending its expertise and resources during the development of this Guidebook and its
initial roll out. Schools that implemented the Continuous Improvement (CI) Program also deserve
special mention because their experiences of success provided the tools necessary to improve the
school planning process.
Finally credit should be extended to school heads, various education supervisors, teachers,
parents, community stakeholders, local government units (LGUs), and the students themselves who
are the real force in changing our nation through education.

14. SCHOOL IMPROVEMENT PLAN GUIDEBOOK
3
Table of Contents
Definition of Terms 2
Glossary of Acronyms 3
About this Guide 4
The SIP Process Flowchart 5
Introduction 6
What is a School Improvement Plan 6
The SIP Development and Implementation Process 6
PREPARATORY ACTIVITIES 8
Step 1. Prepare for SIP Development 8
1.1 Gather and organize the necessary data
1.2 Form the SPT
1.3 Convene the SPT for orientation, vision sharing, and scheduling
8
9
10
PHASE 1: ASSESS 14
Step 2. Identify/Review Priority Improvement Areas 14
2.1 Present and discuss the information gathered during the preparatory activities
2.2 Identify/Review the Priority Improvement Areas
14
15
Step 3. Analyze the Priority Improvement Areas 16
3.1 Set General Objectives
3.2 Organize the Project Teams
3.3 Listen to the voice of the learners and other stakeholders
3.4 Analyze the school process
3.5 Select Area of Focus
3.6 Do Root Cause Analysis
3.7 Present Root Cause to SPT
16
16
17
18
19
20
21
PHASE 2: PLAN 22
Step 4. Review General Objectives and Targets 22
Step 5. Formulate Solutions 22
Step 6. Develop Project Designs 23
Step 7. Write the School Improvement Plan 24
Step 8. Prepare the Annual Implementation Plan 24
PHASE 3: ACT 26
Step 9. Test the Solutions 26
Step 10. Roll out the Solutions 27
BACK TO ASSESS 28
Step 11. Check Progress of AIP 28
COMMUNICATING TO STAKEHOLDERS 29
Annexes Policy References
1A School-Community Data Template DepEd Child Protection Policy DO. No. 40 s. 2012
1B Child Mapping Tool SBM Assessment DO. No. 83 s. 2012
2A Child-Friendly School Survey Early Registration DO. No. 1 s. 2015
2B Child Protection Policy Implementation Checklist Results-Based Performance
Management System
DO. No. 2 s. 2015
2C Student-led School Watching and Hazard Mapping Student-Led School Watching
and Hazard Mapping
DO. No. 23 s. 2015
3 Gap Analysis Template
4 Identifying Priority Improvement Areas Figures
5 Planning Worksheet The SIP Process Flowchart p. 5
6 Guidelines in Listening to the Voice of the Learners and
Other Stakeholders
Summary of the SIP Cycle p. 7
7 Walk the Process Guidelines
8 Root Cause Analysis Overview
9 Project Work Plan and Budget Matrix
10 Annual Implementation Plan Template
11 SRC Summary of Information
12A Basic SRC Template
12B Advanced SRC Template

15. SCHOOL IMPROVEMENT PLAN GUIDEBOOK
Definition of Terms
The following are the key concepts/terms found in this SIP Guide. In applying these concepts/terms,
the user should bear in mind the following corresponding definitions:
Child labor Employment of children in any work that (a) is mentally, physically, socially or
morally dangerous and harmful to children, and (b) interferes with their
schooling by depriving them of the opportunity to attend school, obliging them
to leave school prematurely, or requiring them to attempt to combine school
attendance with excessively long and heavy work.1
Children Persons below 18 years old. In line with DO No. 40, s. 2012, the term also refers
to those over 18 years old but unable to fully take care of themselves from
abuse, neglect, cruelty, exploitation, or discrimination because of a physical or
mental disability or condition.
Continuous
Improvement
(CI) Process
A methodology to continually assess, analyze, and act on the performance
improvement of key processes and service delivery, focusing on both
stakeholder needs and the desired performance.2
Continuous
Improvement
(CI) Projects
Projects that revolve around the continuous improvement of an identified school
process and service delivery related to access, quality or governance, with the
end view of improving learning outcomes.
Community Barangay where the school is located. However, it may also be expanded to
refer to the following:
• Adjacent barangays where a significant number of children enrolled in the
school come from
• Municipality
• City
• Ancestral domain
Disaster Risk
Reduction and
Management
(DRRM)
The concept and practice of reducing disaster risks through systematic efforts to
analyze and reduce the causal factors of disasters. Reducing exposure to
hazards, lessening vulnerability of people and property, wise management of
land and the environment, and improving preparedness and early warning for
adverse events are all examples of disaster risk reduction and management.3
Hazard map A map illustrating the areas at risk of natural disasters such as sediment-related
disasters, floods, tsunamis, storm surges, and volcanic eruptions. Hazard maps
produced by municipal governments usually contain the following information in
addition to the areas at risk of disasters: sketches of evacuation routes and
shelters, evaluation of disaster possibility and frequency, a warning and
evacuation system, and disaster-related basic information.4
Learner An individual who attends classes in any level of the basic education system,
under the supervision and tutelage of a teacher or facilitator.
Priority
Improvement
Areas (PIA)
Selected areas in school management, operations, and service delivery that
need to be changed to improve the three key result areas in basic education:
access, quality, and governance. A PIA is prioritized based on disparity with
Division goals, strategic importance, urgency, magnitude, and feasibility.
1International Labour Organization. Note: For indigenous people, child-related activities that are part of their cultural and historical
education-cum-learning are not considered as “child labor”. For example, supporting/joining on-farm agricultural activities and
related activities within their ancestral domain are considered as life-long education and learning. For the indigenous peoples and
their children, their “real classroom” is their ancestral domain, since they considered an education continuum not just confined to
the formal four-wall corners of a classroom.
2 School Improvement Project Learning Guide
3 United Nations International Strategy for Disaster Reduction (UNISDR)
4 International Sabo Network

16. SCHOOL IMPROVEMENT PLAN GUIDEBOOK
2
Process Owner/s The concerned stakeholder/s – a person or group of people responsible for
ensuring the efficiency of the process, who has the ability to make changes in
the process and is/are highly involved in the project.5
Project Team A school team that implements improvement projects, reports on project status,
outputs and outcomes, and prepares and maintains project documentation and
records.6
The members of the Project Team are drawn from the community,
teachers, and learners with at least one member coming from the SPT.
School-
Community
Planning Team
(SPT)
School Report
Card (SRC)
A team composed of internal and external stakeholders organized for the
purpose of identifying school concerns and issues, and strategically coming up
with appropriate interventions through a collaborative process.
A report that provides stakeholders a snapshot of the school’s current condition
and performance. It is a tool for advocating and communicating the school
situation, context, and performance to internal and external stakeholders to
involve them in making the school a better learning place for the learners.
5 Basic Continuous Improvement Trainer’s Guide
6 Continuous Improvement Policies and Procedures Guide

17. SCHOOL IMPROVEMENT PLAN GUIDEBOOK
3
Glossary of Acronyms
ADM Alternative Delivery Mode
AIP Annual Implementation Plan
ALIVE Arabic Language and Islamic Values Education
ALS Alternative Learning System
BC Barangay Council
BDP Barangay Development Plan
BDRRMC Barangay Disaster Risk Reduction and Management Council
CBMS Community-Based Monitoring System
CCA Climate Change Adaptation
CFSS Child-Friendly School Survey
CI Continuous Improvement
DEDP Division Educational Development Plan
DepEd Department of Education
DRRM Disaster Risk Reduction and Management
EBEIS Enhanced Basic Education Information System
FGD Focus Group Discussion
IP Indigenous People
LGU Local Government Unit
MOOE Maintenance and Other Operating Expenses
NAT National Achievement Test
NCBTS National Competency-Based Teacher Standards
NGO Non-Government Organization
OSC Out-of-School Children
PAP Programs, Activities, Projects
PHIL-IRI Philippine Informal Reading Inventory
PI Performance Indicator
PIA Priority Improvement Area
PTA Parents-Teachers Association
RPMS Results-based Performance Management System
SBM School-Based Management
SGC School Governing Council
SIP School Improvement Plan
SPT School-Community Planning Team
SRA Student-Led Risk Assessment
SRC School Report Card
SWM Solid Waste Management
SY School Year
WASH Water, Sanitation, and Hygiene

18. SCHOOL IM
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19. SCHOOL IMPROVEMENT PLAN GUIDEBOOK
5

20. SCHOOL IMPROVEMENT PLAN GUIDEBOOK
6
The year-by-year plan for the Priority Improvement Areas (PIAs) is the Annual Implementation Plan (AIP).
It contains the specific activities, outputs, required resources, schedule, and individual/s who will be
accountable for the said PIA. You will find the timeline for the preparation of the SIP and AIP in the attached
flowchart (p.7).
Introduction
What is a School Improvement Plan (SIP)?
A School Improvement Plan (SIP) 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 school years. It aims to improve the three key result areas in basic education: access,
quality, and governance. It is evidence-based, results-based, and child or learner-centered. The SIP is
central in School-Based Management (SBM) and is prepared by the School-Community Planning Team
(SPT). It is the basis for the school’s Annual Implementation Plan.
The SIP Development and Implementation Process
MANDATE
In accordance to the Governance of Basic Education Act of 2001 (Republic Act 9155)7
, the Department
of Education (DepEd) promotes shared governance through SBM. Under this mandate, school heads
are tasked to develop the SIP.
GUIDING PRINCIPLES
The development and implementation of the SIP shall be guided by the following 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.
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 such as the school heads, teachers,
parents, community leaders, and the learners themselves, among others.
OVERVIEW OF THE SIP CYCLE
SIP development and implementation cover a period of three years and follow three phases: Assess,
Plan, and Act. The AIP, which is the year-by-year plan, likewise undergoes these three phases with
each year’s implementation being checked for its progress to ensure continuous improvement.
The SPT, with the help of school stakeholders, shall ensure that the improvements done during
implementation will be further developed and enhanced. Thus, it is a “continuous improvement cycle”.
The figure below shows the summary of the SIP-AIP cycle. Specific details for the activities in each
phase will be further explained in the subsequent sections of this guidebook.
7 RA 9155, Chapter 1, Section 7.D.4, Governance of Basic Education, 2001

21. SCHOOL IM
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asters or dem
y.
Survey in A
n in the SRC
mportant to
s vulnerabili
Hazard Ma
edure for th
ol planning. B
responsive
uld have go
re are other s
ore ground by
you do this, it
munities (if y
of 2015.
9
s for early
y and civic
ble in your
a template
n also use
y 3 years
population
molitions),
Annex 2A
C) and the
ols to help
ty to risks
apping as
his and its
Be patient.
to the real
od gender
schools in
y working
t will also
ou found

24. SCHOOL IM
Sc
St
Te
Pa
Ba
Me
Me
Please not
(SGC). Th
not limite
Indigenou
teachers,
In multi-c
the above
Muslim re
Represent
as membe
these com
If more m
deadlocks
official bu
can speak
Activity
schedu
Here is th
Morning S
Afternoon
Note:
In cases
may be g
Note:
Before th
Division g
aligned w
PROVEMENT P
chool head a
tudent repre
eacher repre
arent represe
arangay/LGU
ember of BD
ember of Sc
te that at le
he school he
ed to, the
us People (
and school a
cultural setti
ementioned
presentative
tatives from
ers, especia
mmunities.
members are
s. More than
siness. Whe
k for him/her
y 1.3: Co
uling
e suggested
Session
1. Orient
2. Vision
Session
3. Sched
:
where the tea
given to paren
:
he meeting, m
goals. You ma
with the Divisio
Outpu
Your team
F
PLAN GUIDEBO
as the Team
esentative
esentative
entative
U representa
DRRMC
chool Child P
east one of y
ad may opt
following: N
IP) represe
alumni.
ngs, IP and
members, e
e.
communitie
ally if there
added, mak
n 50% of ex
n a member
r as long as
onvene t
agenda for
tation of the
n sharing
duling
acher represe
nt representat
make sure th
ay also use yo
on goals.
ut check
m should be a
F List of me
OOK
leader
ative
rotection Co
your membe
to add mor
Non-Governm
ntatives, Ar
Muslim rep
e.g. a paren
es adjacent
is a signific
ke sure that
xisting SPT m
r needs to be
the substitu
the SPT f
a one-day a
e SIP Process
ntative is also
tives.
hat you have
our school’s st
ble to accomp
embers for the
ommittee
ers should b
re members
ment Organ
rabic Langu
presentation
nt who is an
to the one w
cant number
the total nu
members mu
e absent fro
te has the s
for orient
activity when
s
o the School H
a copy of th
trategic goals
plish the follow
e SPT with the
e a member
to its SPT a
nization (NG
age and Is
should be c
n IP or Mus
where your
r of existing
umber is still
ust be prese
m a meeting
ame represe
tation, v
n you conven
Head (such as
he DepEd Vis
if it is availab
wing:
eir representa
r of the Sch
as deemed n
GO) represe
slamic Value
considered.
slim may als
school is loc
g/potential e
an odd num
ent to reach
g, s/he may
entation as t
ision sha
ne the SPT:
in small scho
sion-Mission,
ble but please
ations
ool Governi
necessary su
ntatives, Al
es Educatio
In this rega
so serve as
cated may b
enrollees com
mber to prev
h quorum an
send a subs
the member
aring, an
ools), addition
Core Values,
ensure that t
10
ng Council
uch as, but
im/Ulama,
n (ALIVE)
ard, any of
the IP or
be included
ming from
vent voting
nd conduct
stitute who
.
d
al seat
and the
his is still

25. SCHOOL IMPROVEMENT PLAN GUIDEBOOK
11
Activities can engage your SPT more and can help foster camaraderie. We encourage you to think of
activities for this step aside from what is listed in this guidebook. We are sure that the SPT will
appreciate that you have planned for activities rather than just having a discussion with them. Feel
free to include some teambuilding activities on top of vision sharing activities if that will help
strengthen your working relationship with your SPT.
Orientation
1. SPT members should be informed about the following:
● Mandate of DepEd on the SIP
● SIP key features and principles
● SIP development and implementation cycle and phases
With these, discuss why the SIP and AIP are important for the school and the learners.
2. Discuss and agree on the roles and responsibilities of the SPT chair and members
● During this part of the orientation, ask a member of the SPT to facilitate the
brainstorming of roles and responsibilities of each member.
● Give everyone a chance to share their ideas.
● Have the facilitator synthesize the ideas and let the SPT comment on or approve what
has been discussed.
Vision sharing
Help the SPT internalize the DepEd Vision-Mission and Core Values. They should also be informed of
the Division goals and, if available, the school’s strategic goals. You can turn this into a reflective
activity for your SPT if it will help you draw out their insights more.
● Lift the first paragraph of the DepEd Vision and ask,
“What does this mean for us? What are our own dreams for the children of our school?
How do our dreams relate to DepEd’s Vision?”
● Read the second paragraph of the DepEd Vision and ask,
“What does being ‘learner-centered’ and ‘continuously improving’ mean for us?”
● Do the same for the DepEd Mission. At the end of the discussion ask,
“How can we contribute to this? What is the role of each one?”
● For the DepEd Core Values ask,
“What values do we possess that support the core values? How should we be (what
should our thoughts and actions be) so we can demonstrate these core values? How
will these values help us fulfill the vision and mission?”

26. SCHOOL IM
Schedulin
Based on
timetable
(examples
PRE
Exa
Sec
Org
Dat
PHA
Exa
Con
Disc
PHA
Exa
Writ
PROVEMENT P
ng
the SIP Pro
that the SPT
s are not exh
EPARATORY
amples:
cure the CBM
anize data u
a Template
ASE 1: ASS
amples:
nduct Dyad,
cuss the roo
ASE 2: PLA
amples:
te the SIP
PLAN GUIDEBO
cess Flowch
T will follow
haustive and
ACTIVITIE
Y ACTIVITI
MS from the
using the Sc
ESS
Triad, FGD,
t cause
N
OOK
art found at
in preparing
d are used fo
SP
ES
IES
LGU
chool-Comm
or survey
t the beginn
g the SIP as
or illustration
PT TIMETAB
Sug
mon
munity
Janu
Janu
Sug
mon
Febr
Mar
Sug
mon
Apri
ing of this g
well as the
n purposes o
BLE
gested time
nth. Pls. spec
uary 12
uary 28-30
gested time
nths. Pls. spe
ruary 9
ch 11-13
gested time
nth.
il 4-8
guide, discus
AIP. See su
only):
SCHEDULE
frame for th
cify the date
frame for th
ecify the dat
frame for th
ss and creat
uggested for
E
his phase is
es.
his phase is
tes.
his phase is
12
e a simple
rmat below
1
2
1

27. SCHOOL IM
Bra
PHA
Exa
Sta
Disc
PROVEMENT P
instorm solu
ASE 3: ACT
amples:
rt pilot test
cuss prepara
Outp
Your tea
PLAN GUIDEBO
utions
ations for rol
put check
am should be
F Docume
F List of S
F SPT Tim
OOK
ll out
k
able to accom
entation of vis
SPT Roles and
metable
May
Tim
the
spre
June
Sep
mplish the foll
sion sharing
d Responsibilit
y 4
e frame for t
projects to b
ead out with
e-August (1s
tember 3
lowing:
ties
this phase w
be implemen
in the SY
st
quarter)
will depend o
nted and is
13
on

28. SCHOOL IM
PHA
Objec
1. To ide
2. To set
3. To list
4. To an
5. To det
Step 2
Activity
prepara
As a sum
the SRC t
should als
you shoul
between y
Template
and Divisi
After pres
For in
Gather an
accompan
included i
each othe
After you
Present t
implemen
SPT asses
found in A
improvem
Note:
It is impo
books, et
planning
PROVEMENT P
ASE 1
ctives
entify and an
t general obj
ten to the vo
alyze school
termine the
2. Ident
y 2.1: Pr
atory act
mary of the
to your SPT
so look into
ld have a co
your school
e found in A
on targets s
senting the s
ndicators wit
nd write dow
nying Divisio
n your list o
er.
r first year
to the SPT
ntation. You
ss remaining
Annex 3 an
ment areas in
:
ortant for you
tc. This is to m
which will info
Outp
Your tea
PLANNING GUI
: AS
nalyze the Pr
jectives
oice of the le
processes
root cause/s
tify/Rev
resent an
tivities
e data you h
T to initiate
how the sch
opy of the D
data and th
Annex 3 of t
should be inc
school data a
What
th three-yea
Did
wn the results
n targets bu
f improveme
of AIP impl
the data
can show th
g gaps and
nd the guide
n the SIP.
u to document
make reportin
orm your succ
ut check
am should be a
F Docume
F Gap Ana
IDE
SSE
riority Impro
earners and
s of the PIAs
view Pri
nd discu
have gathere
a discussion
hool contribu
Division targe
he Division t
his guideboo
cluded in you
and status, y
surfaced as
r data, what
d your schoo
What is
What ne
s of the disc
ut are pressi
ent areas. Fr
lementation,
you have c
hem the mo
needs. For
e questions
t all the meet
ng easier and
ceeding proje
k
able to accom
ntation of the
alysis Templat
ESS
ovement Are
other stakeh
s
iority Im
ss the in
ed in the Sc
n about the
utes to the o
ets which w
targets for t
ok. Areas wh
ur initial list
you may ask
the most pr
t trends surf
ol improve? S
alarming fro
eeds most im
ussion and a
ng, alarming
rom your list
, begin with
collected fro
st recent SR
this, you m
provided ab
tings and activ
to also have
cts and activit
mplish the follo
e discussion an
te [Annex 3]
S
eas
holders
mprovem
nformatio
chool-Comm
e status of y
overall perfo
will help you
the next 3 y
here there a
of improvem
k the followin
ressing need/
faced from y
Stagnate? W
om the data?
mprovement?
add to your
g, stagnating
t, group the
h this step i
om monitor
RC and othe
may again u
bove. From t
vities through
a record of th
ties.
owing:
nd initial list o
ment Ar
on gathe
munity Dat
your school.
ormance of y
do this). Yo
years by usi
re gaps betw
ment areas.
ng questions
d/problem?
your data for
Worsen?
?
?
initial list. A
g, or worsen
problems w
n planning
ring the pr
r relevant in
use the Gap
the discussio
h minutes of m
he processes
of improvemen
reas
red durin
ta Templat
Aside from
your Division
ou can asses
ing the Gap
ween the sch
s to the SPT:
r the last thr
reas with no
ing should a
which are rela
for year 2
rogress of y
nformation t
p Analysis
ons, review
meetings, pict
you have don
nt areas
14
ng the
te, present
m this, you
n (by now,
ss the gap
p Analysis
hool status
:
ree years?
o
also be
ated to
or year 3.
your prior
to help the
Template
the list of
tures, log
ne during

29. SCHOOL IM
Activity
Based on
these will
The PIAs
changed t
However,
affecting
stakehold
To help yo
rubrics be
Priority I
below.
Rubrics
Criteri
Strategic
Importanc
Urgency
Magnitude
Feasibility
Sample M
Improv
Are
High absen
Lack of Pro
Developme
High dropo
Low intake
old children
Kindergarte
Flooding
Interpr
Indicate the
Please note
span for th
that this co
to resolve.
In planning
where the
PROVEMENT P
y 2.2: Ide
the results
be your PIA
are selected
to improve t
PIAs are no
the school
ers such as
ou determin
elow. A temp
Improveme
a
ce
The nu
addres
The ur
e The n
addres
y The de
and co
Matrix
ement
as I
nteeism
ofessional
ent
ut
of 5 year
n in
en
retation:
ese PIAs in t
e that PIAs
ree years. I
ould be addr
g for your ye
PIA has alre
PLANNING GUI
entify/Re
of the discu
As.
d areas in sc
the three ke
ot just limite
and learne
flooding and
e which amo
plate that yo
ent Areas. F
umber of othe
ssed
rgency or nee
umber of lea
ssed
egree to whic
ontrol
Strategic
mportance
5
2
2
3
3
4.5 – 5.0
3.5 – 4.49
2.5 – 3.49
1.5 – 2.49
1.0 – 1.49
the first colu
have varyin
If a school,
essed in a y
ear 2 or yea
eady been a
IDE
eview the
ussions done
chool manag
ey result are
ed to issues
rs which ne
d unsafe sch
ong the impr
ou can use w
For an illust
D
er areas that
d to improve
arners that w
ch the improv
Urgency
5
3
5
3
5
Very H
9 High P
9 Moder
9 Low P
9 Very L
umn of the P
g difficulties
for example
year’s time.
ar 3 AIP, rev
addressed, c
e Priority
e in the prev
gement, ope
eas in basic
s within the
eeds to be
ool water so
rovement ar
with these ru
ration of how
Description
will benefit w
the area as so
will benefit wh
ement area is
Magnitude
3
3
4
4
5
High Priority
Priority
rate Priority
Priority
Low Priority
Planning Wo
s – some ca
e, determine
High dropou
view the PIA
choose anot
y Improve
vious activity
erations, and
education:
school. It ca
addressed
ource.
reas you sho
ubrics can b
w this is use
when the impr
oon as possib
hen the impro
s within the s
e Feasibili
5
5
4
4
5
y
orksheet in
an be addres
ed flooding a
ut, on the ot
As listed in t
ther PIA to
ement A
y, prioritize t
d service de
access, qua
an also be a
and brough
ould prioritize
e found in A
ed, a sample
rovement area
le
ovement area
school’s mand
ity Averag
4.5
3.25
3.75
3.5
4.5
Annex 5.
ssed within
as one of th
ther hand, m
the Planning
take on fro
reas (PIA
the improve
elivery that n
ality, and go
a community
ht to the at
e, you can r
Annex 4: Id
e matrix is a
S
a is
5 – Ve
4 – Hig
3 – Mo
2 – Lo
1 – Ve
a is
date
e Interp
Very Hig
Modera
High
High
Very Hig
a year and
eir PIAs, it
may take a lo
g Worksheet
m the ones
15
As)
ement areas
need to be
overnance.
y situation
ttention of
efer to the
dentifying
also shown
Scale
ery High
gh
oderate
w
ery Low
pretation
gh Priority
te Priority
Priority
Priority
gh Priority
some can
is possible
onger time
t. In cases
you have
:

30. SCHOOL IM
already ide
has change
are the sam
Step 3
Activity
From you
statement
tardiness,
Planning
the appro
Revisit the
objectives
Activity
Organize
of the sch
PIA. The
with at lea
For priorit
Project Te
from the a
The SPT
activities,
PROVEMENT P
ntified. In th
ed. You can a
me areas you
3. Analy
y 3.1: Se
ur identified
ts are what
, the genera
g Workshee
priate box to
e objectives
s have been
y 3.2: Or
a Project Te
hool and num
members of
ast one mem
ty improvem
eam from me
activities the
shall turn o
to the assig
Output
Your team
F
F
Outpu
Your team
F
PLANNING GUI
he process o
again use th
u will prioriti
yze the
et Genera
PIAs, form
you want
al objective
et in Annex
o note when
set in the P
met and if t
rganize th
am for each
mber of PIAs
f the Project
mber coming
ment areas
embers of th
ey do in the
over relevan
gned Project
t check
should be abl
F PIA Templ
F First colum
ut check
m should be ab
F Objectives
IDE
of selecting a
he template
ze for the 2n
Priority
al Object
mulate gene
to achieve.
can be ‘to
x 5 is where
n they should
Planning Wo
there are obj
he Projec
PIA that yo
s identified, a
t Team may
g from the SP
related to t
he Learning A
LACs.
t data, whic
Teams for e
le to accompli
late [Annex 4
mn of the Plan
ble to accomp
s and Year co
another PIA,
in Identify
nd
or 3rd
year
y Improv
tives
eral objectiv
If, for exam
o reduce stu
you write y
d be done.
orksheet if
jectives that
ct Teams
ou will addre
a Project Te
y be drawn f
PT.
the teaching
Action Cells
ch were gat
each PIA.
ish the followi
]
nning Workshe
plish the follow
lumns in the P
, you may fi
ying PIAs fo
r of impleme
vement
ves for your
mple, your
udent tardin
your genera
you are in y
t need to be
s
ss for the cu
am may be
from the co
g-learning pr
(LACs) so th
thered and
ing:
eet [Annex 5]
wing:
Planning Work
nd that the
ound in Ann
entation.
t Areas
r 3-year pla
school has
ness.’ The s
l objectives
your year 2 o
revised.
urrent year.
formed to w
mmunity, te
rocess, it is
hat their tas
discussed d
ksheet [Annex
context of y
ex 4 to che
an. General
a problem
second colum
and where
or year 3 AI
Depending o
work on more
eachers, and
best to org
ks will not b
uring the p
x 5]
16
your school
ck if these
objective
in student
mn of the
you check
P. Check if
on the size
e than one
d learners,
ganize the
be different
reparatory

31. SCHOOL IM
The Proje
Leader, Sc
P
Each Proje
PIA. Facto
activities.
For year 2
to continu
be tapped
year of th
Activity
While we
talking to
stakehold
the learne
Aside from
opportunit
school ha
interventi
the succee
We want t
and shoul
‘Listening’
Discussion
views/con
Voice of
This step
views of le
Note:
The Proje
Note:
In some
come to
PROVEMENT P
ect Team sh
cribe, etc.).
Project Mem
ect Team sh
ors are diffe
2 or year 3 A
ue managing
d to work on
e SIP. In the
y 3.3: Lis
may have th
o the faces
ers who are
ers and stake
m digging d
ty to ask th
s existing in
ons. With th
eding activit
to emphasiz
d not be ski
’ can be do
ns (FGD) wit
ncerns on th
the Learne
should still b
earners and
ct Team can g
Outp
Your tea
:
instances whe
school (e.g. s
PLANNING GUI
hall agree o
For docume
mber
ould discuss
rent from so
AIP, the Proj
g the project
n other PIAs
ese cases, th
sten to th
he school da
behind the
e relevant to
eholders can
deeper into
he learners
nterventions
his, you will
ty.
ze that listen
pped.
one through
th learners,
e identified
ers and Othe
be done whe
stakeholder
gather more d
ut check
m should be a
F Project T
F List of po
en the learner
students who
IDE
n the role o
entation purp
s their assign
olutions. The
ject Teams a
ts they have
s for year 2
he SPT can a
he voice
ata, it is still
numbers. T
o your assig
n be identifie
your learne
or stakehol
, you can a
get an insig
ning to the v
h one-on-on
parents, and
PIA. It mig
er Stakeho
en analyzing
rs might hav
data related to
k
able to accom
Team member
ossible factors
rs or other sta
are habitually
of its memb
poses, you m
Role
ned PIA and
ey will then
assigned to
e started in
or 3 if they
also form ne
of the le
important t
hus, your P
ned PIAs. B
ed.
ers’ or stake
ders on how
lso check ho
ht on what c
voice of the
ne or dyads
d other stak
ht be good
lders in An
g the PIAs fo
ve changed o
o their PIAs if
mplish the follo
r list with role
s affecting yo
akeholders wh
y absent), hom
bers (e.g. P
may use the
list down th
validate the
PIAs that sp
the first yea
have alread
ew Project Te
earners a
to validate th
Project Team
By doing this
eholders’ pr
w they were
ow they fee
current scho
learners and
/triads inter
keholders. Th
to read the
nex 6.
r year 2 or 3
over time.
necessary.
owing:
es and respons
ur assigned P
ho are importa
me visits are n
Project Team
following te
Re
he possible f
se factors th
pan for more
ar. Project T
dy addressed
eams.
and othe
hese and ge
m should tal
s, the real n
oblems, this
e helped by
el about and
ool process y
d stakeholde
rviews, surv
hese are nec
Guidelines
3 because th
sibilities or Te
IA
ant to your as
necessary.
m Leader, A
mplate:
esponsibiliti
factors that a
hrough the s
e than a yea
eams from y
d their PIA
er stakeh
et more infor
k to the lea
needs and pr
s step is al
y your schoo
how they v
you need to
ers is crucial
veys, or Foc
cessary to g
s in Listeni
he context, n
eam Charter
ssigned PIA ca
17
Asst. Team
ies
affect their
succeeding
r will have
year 1 can
in the first
olders
rmation by
arners and
roblems of
so a good
ol. If your
view these
analyze in
in the SIP
cus Group
ather their
ing to the
needs, and
annot

32. SCHOOL IM
Activity
From the
what spec
needs and
A school p
Periodical
how a sta
repeatable
everyone
process.
The use o
consistent
the detaile
Your Proje
of what is
common
process b
direct obs
We sugge
you with
that brain
a must if y
When you
process. T
clouds are
As an exa
that 10 ou
which you
test score
three stor
PROVEMENT P
Output
Your team
F
y 3.4: An
concerns, ne
cific critical
d problems e
process is a
Test Proces
akeholder’s
e and replic
and should
f a process m
t and reliabl
ed flow of in
ect Team sh
s currently h
mistake is c
y brainstorm
servations to
est that you
more detail
nstorming an
you want to
u do direct o
These are w
e specific, m
ample, when
ut of 30 stud
u will write o
es. Note that
rm clouds du
PLANNING GUI
t check
should be abl
F Documenta
nalyze th
eeds, and pr
school proce
exist.
set of activi
ss or Enrollm
needs or w
cable. This
not rely on j
map can be
e performan
nputs, activit
ould map ou
happening in
combining th
ming with th
o understand
read the W
ed instructio
nd interviews
validate how
observations
what we call
easurable, a
n you walke
dents’ test p
on the activit
t more than
uring the tes
IDE
le to accompli
ation from FG
e school
roblems that
esses are re
ties arrange
ment Proces
wants are be
means that
just one per
a tool to he
nce. Process
ties, and out
ut the proces
n each step o
he present s
he people w
d what is cur
Walk the Pr
ons in walki
s alone are n
w the proces
s, you will n
‘storm clou
and observab
ed through t
apers had it
ty where yo
n one storm
st proper).
ish the followi
Ds, interviews
l process
t were raised
elated to the
ed together i
ss). We nee
eing met. A
t how a ce
rson to work
lp communic
mapping is
tputs to iden
sses involved
of the proce
state with t
ho are invol
rrently happe
rocess Guid
ng the proc
not enough
ss works.
otice proble
ds’ – it help
ble.
the Mathem
tems that we
u discovered
cloud may
ing:
s, or home vis
ses
d by your le
ese to under
n order to d
ed to unders
process mu
ertain proces
k. This is why
cate how the
the techniq
tify opportu
d in your as
ess and NOT
he desired o
lved in the
ening in eac
delines foun
cess with yo
to map out
ms arising i
ps you locat
atics Period
ere erroneou
d it – in this
be observed
sits
arners and s
rstand furthe
deliver a serv
stand proces
ust also be
ss is done
y it is impor
e process wo
ue of using
nities for im
signed PIA b
T what the p
outcome. Yo
process or b
h step.
nd in Annex
our team. It
a process. D
n specific ac
te where the
ical Test Pr
usly checked
s case, durin
d in an activ
stakeholders
er why and
vice (e.g. Ma
sses in orde
simple eno
should be
rtant for us t
orks in order
flowcharts to
provement.
by creating a
process shou
ou “walk thr
by doing int
x 7 which w
is importan
Direct observ
ctivities in t
e issues resi
ocess, you
. This is a st
ng the record
vity (e.g. the
18
s, look into
where the
athematics
er to know
ough to be
known by
to map the
r to have a
o illustrate
a flowchart
uld be. The
rough” the
erviews or
will provide
nt to know
vations are
he current
ide. Storm
might find
torm cloud
ding of the
ere can be

33. SCHOOL IM
The carefu
targeted,
focus for y
The same
next years
Activity
You have
you can a
problems
analyze. T
area of fo
school pe
addresse
PROVEMENT P
ul identificat
and more fo
your root ca
e thing shoul
s, you can k
y 3.5: Se
to select a
aim your imp
at once. Fo
This, in turn
ocus may co
erformance
ed, will clea
Outpu
Your team
PLANNING GUI
tion of critica
ocused prob
use analysis
d be done fo
keep doing th
elect Are
specific stor
provement e
cusing on a
n, makes it e
ntribute in a
in time. In
arly affect t
ut check
m should be a
F Flowchar
F Documen
IDE
al storm clou
lem that con
s will be disc
or the PIAs
his activity t
a of Focu
rm cloud, ca
efforts on a p
problem all
easier to thi
addressing t
n selecting
the PIA.
k
able to accom
rt of the schoo
ntation of inte
uds in the p
ntributes to
cussed in the
of year 2 or
o review the
us
alled an area
particular pr
lows you to
ink of soluti
the bigger is
your area
plish the follo
ol processes re
erviews or obs
rocess enab
the broader
e next activit
year 3. For
e process tha
a of focus, f
roblem rathe
deal with fe
ons or impr
ssues in scho
of focus, c
wing:
elevant to eac
servations
les you to lo
school issue
ties.
projects tha
at you have
from among
er than attem
ewer issues
rovements. I
ool and cons
choose the
ch PIA with st
ook at a sma
e. Selecting
at will contin
improved.
your storm
mpting to so
which you c
Improvemen
sequently w
e one whic
orm clouds
19
aller, more
an area of
nue for the
m clouds so
olve all the
can deeply
nts in your
ill improve
ch, when

34. SCHOOL IM
Having ide
statement
Going ba
statement
During the
items that
From you
Repeat th
year, you
addressed
Activity
The root
necessary
focused p
using pro
Tree.
The root
appropriat
Otherwise
eventually
A focused
cause or
guide on p
For year 2
determine
is address
8 Based from
PROVEMENT P
entified your
t includes inf
ck to our e
t can be:
e first quart
t were erron
r focused pr
his activity w
u can review
d. This can b
y 3.6: Do
cause is th
y that your
roblem. This
oblem analys
cause is no
te, relevant
e, creating
y.
d problem ca
root causes
prioritizing r
2 or year 3 A
ed in the Pla
sing a new P
m Continuous
Outp
Your tea
PLANNING GUI
r area of foc
formation on
W
example on
ter, ten out o
neously chec
oblem state
when analyz
w the storm
be your area
o Root Ca
he deepest
Project Tea
s root cause
sis tools like
ot the solut
t, and worka
solutions m
an have seve
to address.
root causes a
AIP, the Pro
anning Wor
PIA or if you
s Improvemen
put check
am should be
F Problem
IDE
us from the
n the followi
What is the m
How of
Wher
When
n the Mathe
of thirty Mat
cked.
ment, you s
zing a new P
clouds you
of focus for
ause Ana
underlying
m conducts
should be o
e the Fishbo
tion – but o
able solutio
may only ad
eral root cau
See the Ro
and for cond
oject Team s
rksheet [An
have selecte
nt Guide
k
able to accom
m statement b
storm cloud
ng questions
magnitude of
ften is it hap
re is it happe
n does it hap
ematics Per
thematics Pe
hould now d
PIA for year
have ident
r the next ye
alysis
cause of th
root cause
observable a
one diagram
only after t
ns be deve
ddress the
uses. In cas
oot Cause A
ucting root c
should revisi
nnex 5]. Co
ed a new are
mplish the follo
ased on your
ds, formulate
s:
f the problem
pening?
ening?
ppen?
iodical Test
eriodical Tes
determine th
r 2 or 3. For
ified and lo
ears.
he problems
analysis to
nd measura
m/Ishikawa,
the identifica
loped to he
symptoms
ses like this,
Analysis Ov
cause analys
t and review
onduct root
ea of focus.
owing:
area of focus
e it into a pr
m?
Process, y
st papers of
e root cause
r PIAs that
ok at what
s within any
uncover th
ble. Analyze
Why-why d
ation of the
elp address
and the pro
you have t
verview8
fo
sis.
w the root ca
cause analy
oblem state
your focused
Grade 7 stu
e of this prob
span for mo
other areas
y process. T
he real sourc
e your area o
diagram, an
e real root
the focused
oblems will
to prioritize w
ound in Ann
ause they h
ysis again if
20
ment. This
d problem
udents had
blem.
ore than a
s were not
Thus, it is
ce of your
of focus by
d Problem
cause can
d problem.
resurface
which root
ex 8 for a
ad already
your team

35. SCHOOL IM
Activity
After you
not just sh
•
•
•
PROVEMENT P
y 3.7: Pre
have determ
how the diag
Results o
relevant q
The flowc
Area of fo
Outpu
Your team
F
Outpu
Your team
F
PLANNING GUI
esent Ro
mined the ro
gram of you
of your FGD
quantitative
hart of the p
ocus (focused
ut check
m should be ab
F Diagrams
ut check
m should be ab
F Presentat
data, proc
IDE
oot Caus
oot cause, yo
r root cause
Ds and inte
data)
particular sch
d problem st
ble to accomp
showing the
ble to accomp
ion (in Power
cess flowchart
e to SPT
our Project T
analysis bu
rviews with
hool process
tatement)
plish the follow
root cause
plish the follow
rPoint or hard
t, and area of
T
Team should
t you should
the learne
s you observ
wing:
wing:
d copy) of th
focus
d present it t
d also presen
ers and sta
ved, including
he root cause
to the SPT. Y
nt the follow
keholders (
g the storm
e, with the su
21
You should
wing:
(and other
clouds
upporting

36. SCHOOL IM
PHA
Objec
1. To rev
2. To for
3. To dev
Step 4
Now that
have set a
are any)
objectives
to your ge
If you are
taking not
Step 5
The assig
cause. Se
more than
Keep in m
•
•
•
•
•
PROVEMENT P
Output c
Your team sh
ASE 2
ctives
view the gen
rmulate solu
velop and w
4. Revie
you know t
at the begin
in the Plan
s are aligned
eneral object
e planning fo
te of the roo
5. Form
ned Project
everal soluti
n one root ca
mind five con
Should ad
Should be
Should be
Should be
Should ha
Outpu
Your team
F
PLANNING GUI
check
hould be able
F List of po
: PL
neral objectiv
tions
rite the proj
ew Gene
the root cau
ning. Encod
ning Works
d with your
tives so you
or your year
ot cause that
ulate S
Team/s for
ons can be
ause, severa
siderations
ddress the ro
e within the c
e economical
e sustainable
ave the supp
ut check
m should be ab
F Root Cau
IDE
to accomplish
ossible solutio
LAN
ves and targ
ect designs,
eral Obj
use for each
e the root c
ksheet found
root cause,
will never lo
r 2 or year 3
t was review
olutions
the identifie
formulated
al solutions c
in formulatin
oot cause/s
control of th
l
e
port of the co
ble to accomp
se column in
h the following
ns
N
gets
, SIP, and AI
jectives
h area of foc
ause and th
d in Annex
this step hig
ose sight of
3 AIP, revisi
wed by the Pr
s
ed PIAs will
for a single
can be formu
ng solutions
he school
oncerned sta
plish the follow
the Planning W
g:
IP
s and T
cus, review
e changes in
5. Aside fro
ghlights the
your targets
t the object
roject Team
then brains
e root cause
ulated for ea
:
akeholders/p
wing:
Worksheet [A
argets
the initial g
n your gene
om making
importance
s.
tives in the P
.
storm solutio
e. If the Pro
ach one of th
process owne
Annex 5]
general obje
ral objective
sure that th
e of always g
Planning W
ons based o
oject Team
hese as well.
ers
22
ectives you
es (if there
he general
going back
Worksheet
on the root
prioritized
.

37. SCHOOL IM
Step 6
Your Proje
Project W
To help yo
• Pr
Ac
(e
ite
• Pr
(e
st
*R
bo
• Ac
(e
• O
(e
For PIAs t
PIA is on
of indepen
How long
important
can celeb
there are
this into s
Each proj
end of the
set the da
and Budg
After prep
to write th
Note
Your con
Performa
correspon
sure it is
PROVEMENT P
Output
Your team
6. Devel
ect Team wi
Work Plan a
ou in filling u
roblem Sta
ctivity 3.5:
e.g. During th
ems that were
roject Obje
e.g. To reduce
udents by 100
Reminder: Ob
ound. Targets
ctivities: Th
e.g. meet with
utput: The
e.g. teacher at
that span fo
literacy, you
ndent reader
a project w
t to make th
rate (if thes
major proje
smaller, mor
ect will have
e implement
ates when th
get Matrix.
paring the Pr
he SIP and A
for Scho
ntribution in p
ance Managem
nding Key Re
aligned with
PLANNING GUI
t check
should be abl
F Project W
lop proj
ill now deve
and Budget
up this temp
atement: T
Select Are
e first quarte
e erroneously
ective State
e the inciden
0%)
bjective state
to be set sho
he activities
h teachers to d
concrete, ta
ttendance dur
or more than
ur project ob
rs by 5%’ th
will take can
he projects
se are succe
ects that wou
re manageab
e to be mon
ation period
he SPT will m
roject Work
AIP.
ool Heads
planning and
ment System
sult Areas in
the objectives
IDE
le to accompli
Work Plan and
ject des
lop project d
t Matrix. On
plate, remem
The selected
a of Focus)
r, 10 out of 3
checked)
ement: Wha
nce of erroneo
ments should
ould be discuss
you need to
discuss the ne
ngible produ
ring discussion
n a year, set
bjective stat
hen you can
vary depend
manageable
essful) or im
uld need a lo
ble projects.
nitored at lea
(longer pro
monitor you
k Plan and
s, teache
implementing
m (RPMS). Yo
your Individu
s and targets
ish the followi
d Budget Matr
signs
designs for y
ne project de
mber the follo
d area of fo
)
30 Mathemati
t you want t
ously checked
d be SMART
sed and agree
o do to imple
ew process of
ucts that res
n of the new p
t incrementa
tement on y
increase you
ding on the
e to provide
mprove (if th
ong time to i
ast twice by
ojects will be
r project. In
Budget Ma
ers, and
g the SIP an
ou can write
al Performanc
of the project
ng:
rix
your solutio
esign should
owing definit
ocus phrase
cal Periodical
to achieve a
d Mathematic
– specific, m
ed upon by th
ement your s
checking Peri
sults from un
process on che
al targets fo
your first yea
ur targets fo
timelines se
the team w
ese do not
mplement, t
y the SPT –
monitored m
nclude these
atrix, submit
staff:
nd AIP should
e these as P
ce Commitme
ts in the SIP a
ns, using th
contain only
tions:
ed as a pro
Test papers
nd by how m
cal Periodical
measurable, at
e SPT based o
solution
odical Test pa
ndertaking a
ecking Periodi
r each year.
ar can be ‘to
or year 2 and
et for each i
with immedia
meet the ta
the Project T
during the m
more than tw
dates in th
t this to the
d be included
Performance
ent and Review
and AIP.
e format in
y one solutio
oblem (the
of Grade 7 st
much*
Test papers
ttainable, rea
on the school
apers)
n activity
ical Test pape
. If, for exam
o increase th
d year 3.
dentified PIA
ate results w
arget). In ca
Team should
middle and
wice). You w
e Project W
SPT so they
in the Resu
Objectives u
w Form (IPCR
23
Annex 9:
on.
output of
tudents had
of Grade 7
listic, time-
context.
ers)
mple, your
he number
A. But it is
which they
ases where
d subdivide
during the
will have to
Work Plan
y can use it
lts-based
nder the
RF). Make

38. SCHOOL IM
Step 7
Write the
All the SP
(SDO). Yo
Step 8
From the
implemen
Template
PROVEMENT P
7: Write
SIP docume
PT members
ou only need
8. Prepa
general obj
ntation, you
e found in A
Outpu
Your team
PLANNING GUI
e the Sc
ent using the
shall sign t
d to submit t
are the
ectives set i
just have
nnex 10 sh
ut check
m should be a
F SIP with
I.
II.
III.
IV.
Prepared b
SP
__
__
__
IDE
chool Im
e structure b
the SIP then
this at the be
Annual
in the SIP, t
to make th
ould be able
ble to accomp
signatures of
SCHOOL I
(Na
SY__
DepEd Visio
School’s Cur
(a narrative
Template [A
[p. 23-24])
Planning Wo
Monitoring a
(include a b
Evaluation a
the SIP. Ref
SIP guide)
y the School-Co
t
PT Member Nam
_____________
_____________
_____________
mprovem
below:
n the school
eginning of t
Implem
the SPT sha
e AIP for y
e to help you
plish the follow
f SPT member
IMPROVEMENT
ame of School)
___ to SY ___
n, Mission, and
rrent Situation
based on the S
Annex 1A] and t
orksheet
and Evaluation
rief description
arrangements in
fer to the Check
ommunity Plann
he following:
me S
___ __
___ __
___ __
ment Pla
shall submi
the three-ye
mentatio
ll prepare th
year 1. The
u craft your A
wing:
rs
T PLAN
)
__
Core Values St
School-Commun
the School Repo
of the Monitorin
n the implement
k Progress part o
ning Team comp
ignature
_______
_______
_______
an
it it to the S
ar SIP cycle
on Plan
he AIP. If th
Annual Im
AIP.
tatement
nity Data
ort Card
ng and
tation of
of this
posed of
Schools Divi
.
n
his is your fi
mplementa
24
sion Office
rst year of
tion Plan

39. SCHOOL IMPROVEMENT PLANNING GUIDE
25
Please attach a copy of the project designs to the AIP so you can easily go back to it when you review
the implementation of your AIP for years 2 and 3.
Output check
Your team should be able to accomplish the following:
F AIP Template
Note:
Notice that your AIP for years 1 to 3 are based on the general objectives and targets set in the SIP, while the
SIP is aligned to the objectives and targets of the Division goals, which in turn tries to actualize the DepEd
Vision-Mission. Check this alignment before you proceed to the next steps.

40. SCHOOL IM
Note:
Because e
solutions
case, you
PHA
Objec
1. To test
2. To roll
Step 9
Before yo
to reduce
can choos
the identif
Compare
implemen
If success
owners).
process, t
they are
acceptanc
implemen
project pe
For solutio
may comm
that your
PROVEMENT P
Outpu
Your team
each school w
which you ca
u may skip thi
ASE 3
ctives
and review
out the solu
9. Test
u implement
the risk of
se, for exam
fied solution
your data b
ntation proce
sful, commu
For example
the concerne
the ones w
ce, and sup
nting the sol
eriod is done
ons that add
municate the
LAC action p
PLANNING GUI
ut check
m should be ab
F Data f
F Comm
will have differ
annot test esp
s step.
: AC
the propose
tions
the Sol
t the solutio
failure and
ple, a sectio
s and then c
before and a
ess to see wh
nicate the in
e, if the pro
ed stakehold
who check
pport of the
ution. This e
e.
dress proble
e improved
plans are ali
IDE
ble to accompl
from testing t
munication pla
rent needs an
pecially if you
CT
ed solutions
utions
ons (written
so you can
on out of an
choose the m
after testing
here improve
nitial implem
oject team m
ders or proce
the attenda
e concerned
ensures tha
ems or issue
process thro
gned to you
lish the follow
he solutions
n to concerne
d problems, it
r project dea
as projects)
make neces
entire grade
most effectiv
g the solutio
ements shou
mentation re
made improv
ess owners
ance of stud
d stakehold
t solutions w
es in the tea
ough the sch
r implement
wing:
ed stakeholder
t follows that
ls with faciliti
in your AIP
ssary adjustm
e level). You
ve one to rol
on. If the so
uld be done.
esults to the
vements to
would be th
dents. It is
ers so they
will continue
ching and le
hool’s Learni
tation plans
rs (process ow
solutions will
es and infrast
, test it first
ments in the
ur Project Te
l out.
olution is no
e concerned
the Grade 6
he Grade 6 c
important
y can beco
e to be carri
earning proc
ng Action Ce
as well.
wners)
vary. There a
tructure. If th
t on a small
e implement
am may opt
t effective,
stakeholder
6 attendance
class adviser
to get the
ome fully e
ied out even
cess, the pro
ells (LACs).
26
are some
his is the
population
tation (you
t to test all
revisit the
rs (process
e checking
rs because
feedback,
ngaged in
n after the
oject team
Make sure

41. SCHOOL IM
Note:
For sma
Step 1
After succ
not by th
concerned
In our pre
who went
they are
Project Te
solution.
implemen
Do not fo
you feedb
PROVEMENT P
Outp
Your tea
:
ll schools, the
10. Roll
cessful testin
e Project Te
d stakeholde
evious exam
t through th
the best pe
eam, howev
You may p
ntation of the
orget to crea
back and to w
PLANNING GUI
ut check
am should be
F Trai
F Plan
e Project Team
out the
ng, the proje
eam, but by
ers are the o
mple of impr
e pilot test
eople to sha
ver, will con
provide trai
e solution.
ate a venue
work with th
IDE
k
able to accom
ning plan and
n to gather fee
m may also be
e Soluti
ect can now
y the concer
nes who will
roving the a
are the conc
are the proc
ntinue to gu
ning and o
for the con
hem so the p
mplish the follo
d other interve
edback from c
e the process o
ons
be impleme
rned stakeho
l actually us
attendance c
cerned stake
cess to class
uide the con
other interv
cerned stak
process will c
owing:
entions to roll
concerned sta
owner.
ented and ro
olders (proc
e the solutio
checking pro
eholders. Ex
s advisers i
ncerned stak
ventions to
keholders (pr
continuously
out your solu
keholders
olled out to t
cess owners)
on.
ocess, the G
xperiencing t
n other gra
keholders as
aid the pr
rocess owne
improve.
utions
the rest of t
). This is be
Grade 6 clas
the improve
de levels. Y
s they imple
rocess owne
ers) to const
27
the school,
ecause the
ss advisers
ed process,
You as the
ement the
ers in the
tantly give

42. SCHOOL IM
Back
At the en
checking
evaluation
implemen
Step 1
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progress a
monitor m
this, the
early stag
To help in
using the
Recomme
Scheduled
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your proje
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----
PROVEMENT P
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endations/Ac
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_________
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--------------
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ction Points b
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___________
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(3)
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ol. Based on
and write t
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To be filled
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based on the
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(4)
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Status to
nsolidated to
r and yeare
s reports an
d in Annex
t is submitte
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he AIP for t
ollecting, org
P.
with Step 2
prepare the
do a summat
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plish the follow
Report Form
d on results a
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inuous impro
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ect Team in
mentation pe
uled dates o
oject Teams
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Ye
ments/
Date
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nd other rele
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mendations/
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wing:
nd reports
back to AS
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ndicators se
ovement.
n their proje
eriod. For lon
on the Proje
s in resolvin
he Project Te
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the monitorin
port Form
ear-end: ___
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et for each
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__________
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(6)
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SRC, which
usly reported
sources. As
rting of som
hem in moni
ts, the Proje
starting the
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As.
. During thi
SIP.
To be discu
by SPT and
Project Tea
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the SPT w
s, the SPT w
ring Form. A
especially d
bmit a progr
eam will di
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__________
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oints
Sign
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Proj
Lead
h shall be pr
d SRC using
s indicated i
me informatio
itoring the p
ect Team an
next AIP, t
ed school da
s time, you
ssed
m
28
cted in the
toring and
nsure that
ill monitor
will have to
Aside from
during the
ress report
scuss the
_______
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n the SRC
on is done
progress of
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the Project
ata for the
r SDO will

43. SCHOOL IM
Com
Stakehold
and partic
& Patrino
context, a
One of th
the Scho
accountab
is for com
The objec
and activi
areas that
should be
What are
The SRC
quality, a
is reporte
To help yo
in the Sch
the templ
correspon
Other dat
from your
Teacher’s
The list of
for these
those indi
to share t
SCHOOL
1. En
2. He
3. Le
4. Te
5. Fu
6. Sc
PERFORM
ACCESS
7. Nu
QUALITY
8. Pe
9. Na
10. Li
GOVERNA
11. Sc
9 Bruns, B.,
World Bank
PROVEMENT P
mmun
der participa
cipation of m
s, 20119
).
and performa
e tools to d
ool-Commu
bility (it is no
mmunication
ctive of the S
ties by prov
t need their
done at lea
e the data i
has three p
nd governan
d to provide
ou in making
hool-Comm
late so you
nds to the ite
ta and inform
r Project Te
Club, and S
f information
information
icated in the
to your stake
PROFILE
nrollment
ealth and nu
earners mate
eachers’ prof
unding sourc
chool awards
MANCE IND
umber and r
ercentage of
ational Achie
teracy level
ANCE
chool-Based
, Filmer, D., &
k Publications
PLANNING GUI
nicat
tion is one
multiple stak
Hence, it
ance of our s
o this is the
unity Data
ot used for t
and advocac
SRC is to inc
viding your s
r involvemen
st twice in a
ncluded in
parts: 1) sch
nce; and 3)
e the stakeh
g your SRC,
munity Data
will know w
em found in
mation can
ams and ot
Student Gove
n covered by
n, please re
ese guideline
eholders.
utritional sta
erials
fessional dev
ces
s and recogn
DICATORS
rate of dropo
f learners wh
evement Tes
Managemen
& Patrinos, H.A
.
IDE
ting t
of the impo
keholders con
is important
schools.
e School Rep
Template
the Performa
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crease comm
takeholders
nt. It is reco
a school year
the SRC?
hool profile;
status of sc
holders a sna
you should
a Template
which data s
the SRC Su
be gathered
her stakeho
ernment.
y the SRC is
fer to Anne
es may be in
tus
velopment
nitions
outs by caus
ho completed
st (NAT) – by
nt Assessme
A. (2011). Ma
to St
ortant featur
ntribute to b
t to advoca
port Card (S
[Annex 1
ance-Based
munity partic
a snapshot
ommended t
r: during mid
2) performa
chool project
apshot of th
note that m
e [Annex 1A
sets you can
mmary of I
d from the E
olders like th
s shown belo
exes 11, 1
ncluded acco
se
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y Mean Perc
ent Level
aking Schools
akeh
res of SBM.
better mana
te and com
SRC). The S
1A] to help
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cipation and
of the statu
that the rep
dyear and ye
ance indicat
ts. A mix of
e school situ
majority of th
A]. We have
n use for th
Information
EBEIS, form
he LACs, Pa
ow. For a c
2A, and 12
ording to wh
l Year (Prom
centage Scor
Work: New Ev
holde
Studies con
gement of s
mmunicate to
SRC is not fo
p you plan
e have the R
involvemen
s of the sch
orting of the
earend.
tors measuri
f quantitativ
uation, conte
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e included co
he SRC. In t
n in Annex
s, and proje
rents-Teache
complete des
2B. Other in
at your scho
motion Rate)
re (MPS)
vidence on Ac
ers
nfirm that in
schools (Brun
o them the
or planning
; it is als
RPMS for this
nt in school
ool and advo
e SRC to sta
ing aspects
ve and qualit
ext, and per
are already
odes (ex. [S
the code, th
11.
ect monitori
ers Associat
scription and
nformation a
ool thinks is
ccountability R
29
volvement
ns, Filmer,
situation,
– we have
o not for
s. The SRC
operations
ocating for
akeholders
of access,
tative data
rformance.
y contained
SRC.1.]) in
he number
ng reports
tion (PTA),
d template
aside from
necessary
Reforms.

44. SCHOOL IMPROVEMENT PLANNING GUIDE
30
Output check
Your team should be able to accomplish the following:
F SRC
Note:
If you want to include other information which you think are necessary, please make sure that it falls on the
appropriate SRC section:
• Profiles – information that describes your school (e.g. enrollment – just describes how many
learners you have)
• Performance Indicators – reports your school performance in terms of access, quality, and
governance (e.g. promotion rate – tells you the percentage of learners who successfully completed
the school year, which is a good indicator of school quality)
• Status of School Projects – captures the progress of implementation of various school projects
(e.g. AIP project on raising the literacy rate of the learners)
12. Child-Friendly School Survey result
13. Stakeholders’ participation
14. Learner-Teacher ratio
15. Learner-Classroom ratio
16. Learner-Toilet ratio
17. Learner-Seat ratio
STATUS OF SCHOOL PROJECTS
18. Status of Annual Improvement Plan (AIP)/Continuous Improvement (CI) projects
19. Other stakeholders’ accomplishments
To check how child-friendly your school is, we have included a copy of the Child-Friendly School
Survey in Annex 2A. This is included in the SRC under ‘Performance Indicators: Governance’ and
should be accomplished during the preparatory phase of the SIP process.
What are the steps in preparing the SRC?
The development of the SRC has three steps:
It is important that the SRC be disseminated to stakeholders. The dissemination of SRC could be
done through the following:
• Presentation to stakeholders during School Meetings and Assemblies (October and March).
• Posting of SRC in school or Division websites, bulletin boards, and in other public areas.
• Allocating space in the School Journal or Newsletter for SRC Updates.
• Reproduction of enough copies for distribution to the general public.
Using the SRC Summary of Information as reference, the SPT extracts
the data from the School Community Planning Template, Child-
Friendly School Survey, EBEIS, and reports from the Project Teams
and other stakeholders.
1
The SPT analyzes the data and writes the interpretation below the graph
or chart using the language most easily understood by stakeholders. The
mother-tongue may be used.
2
Lay out the graphs, charts, and interpretation using the suggested SRC
Template. You have the option to create an SRC with a basic layout
(Annex 12A) or a more advanced one (Annex 12B) depending on your
resources and skills. Once the SRC is finalized, the School Head, PTA
President, Student Body President, and Teacher Representative will sign
the SRC to certify its accuracy.
3

45. School ID: ____________________________________ Name of School: ______________________________________
Address: _____________________________________ Barangay: ___________________________________________
A.1 Location of the School. Check the appropriate description.
A.2 Relative Distance of the School
A.3 Incidence of crimes and other human‐induced hazards
A 3 1 Check if there have been incidences of the following in the last 3 years
Instruction: Please input required data/information in unshaded cells. Fill‐in only the grade levels that are applicable to your school. This template
aims to organize existing school and community data from different sources. If you find it useful to lift data from other templates and transfer it here,
you may do so. Otherwise, you can just attach the other data templates to this form.
f. From the District Office
g. From the Division Office
I. SCHOOL PROFILE/DATA
IDENTIFYING INFORMATION
District: _____________________________________ Municipality: ________________________________________
Division: ____________________________________ Region: ____________________________________________
A. GEOGRAPHY
Mode of Transportation
Distance in km
a. From the poblacion
b. From the nearest public elementary school
c. From the nearest private elementary school
d. From the nearest public secondary school
e. From the nearest private secondary school
ANNEX 1A School‐Community Data Template
Along the highway
Near the coastline
Near a river or waterway
By the hillside
On top of a mountain
A.3.1 Check if there have been incidences of the following in the last 3 years.
A.3.2 What are the 3 most frequent crimes/human‐induced hazards?
1st most frequent: _________________________________
2nd most frequent: _________________________________
3rd most frequent: _________________________________
A.4 Incidence of natural hazards
A.4.1 Check if there have been incidences of the following in the last 3 years.
A.4.2 What are the 3 most frequent natural hazards?
Armed conflict as a result of organized crime (terrorism, siege, etc.)
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (Electrical wiring failure, etc.)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failures)
Others. Pls. Specify: ______________
Drought
Earthquake
Flood
Landslide
Storm surge
Tropical Cyclones (Storm, Typhoon, Tropical Depression, etc.)
Oil Spill
Tsunami
Volcanic eruption
Others. Pls. specify: ______________
Fire (includes forest fires and fires due to natural disasters)

46. School ID: ____________________________________ Name of School: ______________________________________
Address: _____________________________________ Barangay: ___________________________________________
A.1 Location of the School. Check the appropriate description.
A.2 Relative Distance of the School
A.3 Incidence of crimes and other human‐induced hazards
A.3.1 Check if there have been incidences of the following in the last 3 years.
Instruction: Please input required data/information in unshaded cells. Fill‐in only the grade levels that are applicable to your school. This template
aims to organize existing school and community data from different sources. If you find it useful to lift data from other templates and transfer it here,
you may do so. Otherwise, you can just attach the other data templates to this form.
f. From the District Office
g. From the Division Office
I. SCHOOL PROFILE/DATA
IDENTIFYING INFORMATION
District: _____________________________________ Municipality: ________________________________________
Division: ____________________________________ Region: ____________________________________________
A. GEOGRAPHY
Mode of Transportation
Distance in km
a. From the poblacion
b. From the nearest public elementary school
c. From the nearest private elementary school
d. From the nearest public secondary school
e. From the nearest private secondary school
ANNEX 1A School‐Community Data Template
Along the highway
Near the coastline
Near a river or waterway
By the hillside
On top of a mountain
Armed conflict as a result of organized crime (terrorism, siege, etc.)
A.3.2 What are the 3 most frequent crimes/human‐induced hazards?
1st most frequent: _________________________________
2nd most frequent: _________________________________
3rd most frequent: _________________________________
A.4 Incidence of natural hazards
A.4.1 Check if there have been incidences of the following in the last 3 years.
Crime against school head/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual harassment, etc.)
Fire (Electrical wiring failure, etc.)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, kidnapping threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failures)
Others. Pls. Specify: ______________
Drought
Earthquake
Flood
Landslide
Storm surge
Tropical Cyclones (Storm, Typhoon, Tropical Depression, etc.)
Oil Spill
Tsunami
Volcanic eruption
Others. Pls. specify: ______________
Fire (includes forest fires and fires due to natural disasters)

47. ANNEX 1A School‐Community Data Template
A.4.2 What are the 3 most frequent natural hazards?
1st most frequent: _________________________________
2nd most frequent: _________________________________
3rd most frequent: _________________________________
A.5 Result of disaster incidents
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15.]
Total
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
1
Learner:classroom ratio = Total enrollment divided by the total number of classrooms
B. LEARNING ENVIRONMENT
Level
Total Enrollment,
Current SY For Repair/
Rehabilitation
No. of Classrooms
Learner:classroom ratio 1
In Good Condition
School used as an evacuation center in the last 3 years
B.1.2 Classroom seat quantity [SRC.17.] Indicate the total number of seats in all classrooms.
Number
2
Learner:seat ratio = Total enrollment divided by the total number of seats
B.2 Water, Sanitation and Hygiene (WASH) facilities
B.2.1 Water supply/source. Check as appropriate.
Is the main source of water functional at present?
Pls. cite reasons why: ______________________________________________
B.2.2 Handwashing. Is there space for handwashing?
If YES:
B.2.3 Functional toilets [SRC.16.] B.2.4 Toilet bowls
Number Ratio 3
Number Ratio 3
Number Ratio 4
Number Ratio 4
3
Learner:toilet ratio = Total enrollment divided by number of toilets
4
Learner:toilet bowl ratio = Total enrollment divided by number of toilet bowls
Male Female Female
Learner:seat ratio
2
Male
Local piped water
Water well/deep well
Rainwater catchments
Natural source
Without available water supply
YES NO
YES
NO
with soap without soap

48. ANNEX 1A School‐Community Data Template
B.3 Textbooks. Indicate number of textbooks per grade level and subject [SRC.3.]
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
B.4 Library:
No. of books: _________
No. of tables: _________
No. of chairs: _________
Give additional information and qualitative descriptions of the library (on the lighting, space, other fixtures present, etc.)
B.5 Other learning facilities/materials (Example: computers, science equipment. Insert new rows if necessary.)
Number
Facility/Material
Level
Subject: ___________ Subject: ___________ Subject: ___________ Subject: ___________
Qualitative description/condition
Subject: ___________
B.6 Availability of electrical supply. What is the school's source of electricity?
B.7 Internet connectivity
B.7.1 Are there Internet service providers in the area?
If YES, check the appropriate Internet service provider/s servicing the area:
B.7.2 Does the school subscribe to any of the Internet service provider/s listed above?
B.7.3 Are there Internet café/shops/WiFi‐enabled stations in the area?
Pls. specify: __________________________________________
Grid supply
Off-grid supply
Solar power
Generator
Others. Pls. specify: ___________
No source of electricity
YES NO
NO
YES
YES
NO
BAYANTEL
DIGITEL
GLOBE
PLDT
SMART
SUN
WIT Global (Satellite)
Others. Pls. specify: _____________

49. ANNEX 1A School‐Community Data Template
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally‐funded teachers (current SY)
Male Female TOTAL
5
Learner:teacher ratio = Total enrollment divided by number of nationally‐funded teachers
C.1.2 Number of locally‐funded teachers and subsidized/volunteer teachers (current SY):
No. of Locally‐funded Teachers: _________
No. of Subsidized/ Volunteer Teachers: _________
C.2 Quality of teachers
C.2.1 Number of master teachers
C.2.2 Number of teachers meeting the desired competencies based on NCBTS
C 2 3 Projects/interventions implemented to improve basic competencies of teachers
Assigned Part‐Time to
Class Teaching
(YES/NO)
No. of Teachers meeting the standards
Carries Full‐Time Class
Teaching Load
(YES/NO)
% meeting the standards
Assigned
Grade
Levels
Total No. of Teachers
Master Teacher II
Master Teacher I
Learner:teacher ratio 5
Assigned Full‐Time to
Ancillary Services
(YES/NO)
Number
Master Teacher IV
Master Teacher III
Current SY:
__________
Position
SY Before Previous SY:
__________
Previous SY:
__________
C.2.3 Projects/interventions implemented to improve basic competencies of teachers
YES NO
C.2.4 If the response to C.2.3.b is YES, list down the top 3 training needs mentioned and indicate the number of teachers
trained on these [SRC.4.]
If YES, please describe
a. Does the school have mechanisms for sustained
school‐based training?
b. Does the school use the result of the NCBTS‐
Teacher's Strength and Needs Assessment as basis
for planning?
% of
teachers
trained
No. of
Teachers
trained
% of
teachers
trained
No. of
Teachers
trained
SY Before Previous SY:
__________
Top 1: _______________________________
Top 2: _______________________________
Top 3: _______________________________
No. of
Teachers
trained
% of
teachers
trained
Training Needs
c. Are there other interventions implemented to
improve competencies of teachers?
Current SY:
__________
Previous SY:
__________

50. ANNEX 1A School‐Community Data Template
C.2.5 If teachers weren't trained based on identified needs (as seen in C.2.4), cite reasons for the lack of training.
D. CHILDREN HEALTH AND SAFETY
D.1 Nutritional status [SRC.2.]
D.1.1 Number of malnourished children for the current SY
Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Total
Percent of Total
D.1.2 Projects/interventions implemented in the previous SY addressing malnourished children (insert new rows if necessary)
Level
Wasted Severely Wasted
Project/intervention Number of Children Covered
D.2 Health status [SRC.2.]
Ailment:
________
Ailment:
________
Ailment:
________
Ailment:
________
Ailment:
________
Ailment:
________
Ailment:
________
Ailment:
________
Ailment:
________
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Level
Types of Ailments (Current SY)
D.2.1 Number of children who have other health problems for the current SY. Indicate common ailments and corresponding number
of children per type of ailment based on results of physical and dental examinations. Insert new columns if necessary.

51. ANNEX 1A School‐Community Data Template
D.3 Children reported as victims of abuse and violence
Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
D.3.2 Projects/interventions implemented for children that were victims or suspected victims of abuse
D.3.1 Number of children who were recorded victims of abuse and violence (physical, verbal, and sexual). Should be supported by
data from the Guidance Office/teachers.
Level
Previous SY ___ Current SY ___
YES NO If YES, please describe the mechanisms
Number of Children
Covered
Percent of Total
Project/intervention Number of Children Covered
D.2.2 Projects/interventions implemented in the previous SY addressing needs of children with other health problems (insert new
rows if necessary)
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS [SRC.18. & SRC.19.]
Start End
a. Does the school have
mechanisms to promote
safe and protective
practices based on DepED's
Policy on Child Protection
in School?
b. Other interventions
implemented for children
that were victims or
suspected victims of abuse
(insert new rows if
necessary)
Target
Duration
These projects include those implemented by the school and other stakeholders. Insert new rows if necessary.
Status/Accomplishments
Implementer
Indicate progress of the program/ project, and its
effect/impact on children's access to quality education.
Program/Project Title

52. ANNEX 1A School‐Community Data Template
F. STAKEHOLDER SUPPORT TO EDUCATION [SRC.13.]
Indicate the amount of contributions made by parents/guardians and other stakeholders for co‐curricular activities, extra‐curricular
activities, and other major activities (such as meetings and assemblies), as well as stakeholder attendance during these activities.
Volunteer
hours
Cash In Kind
No. of
attendees
No. invited
Attendance
rate
Co‐Curricular Activities
Extra‐curricular Activities
Other Major Activities
G. FUND SOURCES [SRC.5.]
Contributions
Activity
Amount
General Appropriations Act (School MOOE)
G l A i ti A t (S b id f S i l P )
Attendance
Fund Source
General Appropriations Act (Subsidy for Special Programs)
Canteen funds
Donations
Local Government Unit funds

53. 1. CHILDREN NOT IN SCHOOL
1.1 Population of children in the barangay where school is located (current SY)
Boys Girls Total Boys Girls Total Boys Girls Total
4
5
6
7
8
9
10
11
12
13
14
15
16
17
GRAND TOTAL
1.2 Reasons for not attending school in the current SY 6
Financial
Matters
Health and
Nutrition
Child Labor
Distance of
School from
Home
Affected by
Disaster
Affected by
Conflict
Disability
Other
Reasons
4
5
6
7
8
9
10
11
12
13
14
15
16
17
TOTAL
Percent of Total
ANNEX 1A School‐Community Data Template
Age
Total Population No. of children NOT in School % of children NOT in School
6
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe
deeper on reasons cited
II. SITUATION OF CHILDREN / LEARNERS: ACCESS ‐ IN AND OUT OF SCHOOL
No. of school‐
aged children
not in school
Age
No. of children NOT in school according to reasons
Instruction: Please input required data/information in unshaded cells. Fill‐in only the age groups/grade levels that are applicable to your
school.

54. ANNEX 1A School‐Community Data Template
1.3 Number of children in the barangay NOT in school the last two SYs, depending on data availability
Total Male Female Total Male Female Total Male Female
4
5
6
7
8
9
10
11
12
13
14
15
16
17
TOTAL
1.4 Projects/interventions implemented to ensure that out‐of‐school children are reached or mainstreamed in school
YES NO
2. CHILDREN ENROLLED IN SCHOOL [SRC.1.]
2.1 Enrollment for the last 3 SYs
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Percent of Total
Level
SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
b. Did the school use interventions in the previous SYs to
ensure that out‐of‐school children have access to education?
a. Does the school‐community have a mechanism to actively
seek out children not in school and give them access to
education (e.g., family mapping, Community‐Based
Management System, etc)?
If YES, please describe the mechanism/
intervention used by the school‐community
No. of Out‐of‐school Children
Attending Other Forms of Learning in
Previous SY
Age
SY Before Previous SY ______ Previous SY ______

55. ANNEX 1A School‐Community Data Template
Disability:
__________
Disability:
__________
Disability:
__________
Disability:
__________
Disability:
__________
Disability:
__________
Disability:
__________
Disability:
__________
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Percent of Total
2.3 Other data
Level
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
2.2 Number of children with disabilities by type of disability (insert new columns if necessary)
Level
No. of
Children
with
Disabilities
Type of Disability (Current SY)
No. of 4Ps Learner‐
recipients
No. of Over‐aged
Learners
No. of IP Learners No. of Muslim Learners

56. Instruction: Please input required data/information in unshaded cells. Fill‐in only the grade levels that are applicable to your school.
3. ATTENDANCE
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Percent of Total
3.2 Percentage of children regularly attending classes (at least 90% attendance) for the last three SYs
7
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL
ANNEX 1A School‐Community Data Template
SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
Level
III. SITUATION OF CHILDREN / LEARNERS: ACCESS ‐ ATTENDANCE AND RETENTION
3.1 Number of children regularly attending classes (at least 90% attendance) for the last three SYs
7
Level
Previous SY ___
SY Before Previous SY ___ Current SY ___
7
no. of children regularly attending classes divided by the total enrollment x 100

57. ANNEX 1A School‐Community Data Template
Total Male Female Male Female
Financial
Matters
Health and
Nutrition
Child Labor
Distance of
School from
Home
Affected by
Disaster
Affected by
Conflict
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
3.5 Projects/interventions implemented to address needs of children who are frequently absent (insert new rows if necessary)
Percent of Total
Grade 6
TOTAL
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Level
Number of children who are frequently absent according to reasons
8
(Previous SY)
Total No. of
Children who
were Frequently
Absent in
Previous SY
Number of Children Covered
3.3 In the previous SY, how many children were frequently absent (below 90% attendance) and how many of them were recipients of the Conditional Cash Transfer Program
(Pantawid Pamilya) of DSWD?
Total Enrollment
in Previous SY
Number of children who were frequently absent
Grade 1
Grade 2
3.4 What were the reasons why children were frequently absent in the previous SY? Please indicate number of children who are frequently absent according to reasons.
Number of frequently absent students that were recipients of Pantawid
Pamilya
Total
Grade 3
Grade 4
Grade 5
8
School Project Teams are encouraged to conduct interviews or focus group discussions with parents/guardians/community members to probe deeper on reasons cited
Other Reasons
Level
Kindergarten

58. ANNEX 1A School‐Community Data Template
4. DROPOUT [SRC.7.]
4.1 Number of dropouts for the last three SYs
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
4.2 Dropout rates for the last three SYs
Total Male Female Total Male Female Total Male Female
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL
4.3 Number of dropouts by cause (insert new columns if necessary)
Cause:
__________
Cause:
__________
Cause:
__________
Cause:
__________
Cause:
__________
Cause:
__________
Cause:
__________
Cause:
__________
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
Level
Level
Level
Total No. of
Dropouts (Current
SY)
Number of Dropouts by Cause (Current SY)
Percent of Total
SY Before Previous SY: _____ Previous SY: _____ Current SY: _____
SY Before Previous SY: _____ Previous SY: _____ Current SY: _____

59. ANNEX 1A School‐Community Data Template
4.4 Projects/interventions implemented for children at risk of dropping out
YES NO
‐ track teachers' attendance and ways of ensuring their regular presence
based on CSC policy?
4.4.b What are the interventions implemented for children at risk of dropping out? Insert new rows if necessary. Number of Children Covered
If YES, please describe the mechanisms used by the school
‐ track attendance and identify children at risk of dropping out and
failing and design remedies to keep them in school?
‐ anticipate and minimize disruptions of classes especially with respect to
emergencies (disaster and conflict)?
4.4.a Does the school have mechanisms to:

60. Instruction: Please input required data/information in unshaded cells. Fill-in only the grade levels that are applicable to your school.
5. PROMOTION/GRADUATION RATES [SRC.8.]
5.1 Number of promoted learners/graduates by grade level, for the last three SYs
Total Male Female Total Male Female Total Male Female
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
TOTAL
5.2 Promotion/graduation rates for the last three SYs 9
Total Male Female Total Male Female Total Male Female
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
OVERALL
6. MEAN PERCENTAGE SCORES (based on National Achievement Tests) [SRC.9.]
English Filipino Math Science HEKASI
English Filipino Math Science HEKASI
English Filipino Math Science HEKASI
Level
Current SY: ____
Grade 8
Grade 3
Grade 6
Previous SY: ____
Grade 3
Grade 10
Previous SY: _____
Previous SY: _____
SY Before Previous SY: ____
ANNEX 1A School-Community Data Template
Level
9
Promotion rate: no. of promoted learners divided by the total enrollment x 100;
Graduation rate: no. of graduates divided by the total enrollment x 100
Current SY: _____
Grade 10
Grade 10
SY Before Previous SY: _____
Grade 6
Grade 6
Level
IV. SITUATION OF CHILDREN / LEARNERS: QUALITY
Grade 3
Level
SY Before Previous SY: _____ Current SY: _____
Grade 8
6.1 Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8 and Grade 10 for the Secondary Level), per subject for the last three SYs
Level
Grade 8

61. ANNEX 1A School-Community Data Template
6.2 Projects/interventions implemented to improve basic competencies of learners (insert new rows if necessary)
7. LITERACY LEVEL [SRC.10.]
7.1 Number of learners who are in the frustration, instructional, and independent levels for the current SY (ENGLISH) 10
Total Male Female Total Male Female Total Male Female
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Level
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
10
Based on Phil-IRI pre-test results
7.2 Number of learners who are in the frustration, instructional, and independent levels for the current SY (FILIPINO) 10
Total Male Female Total Male Female Total Male Female
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Level
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
7.3 Projects/interventions implemented to improve reading skills of children (insert new rows if necessary)
Frustration Level Instructional Level
Independent Level
Pre-Test Results
Instructional Level
Post-Test Results
Level
Level
Pre-Test Results
Frustration Level
Independent Level
Post-Test Results

62. ANNEX 1A School-Community Data Template
8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]
List down the awards/recognitions received by the school, the school head, teachers, and students. Insert new rows if necessary.
District Division Regional National
Category of
Awardees
Title Year
Award-giving Body (Please identify)
International
Teacher
School Head
School
Student

63. ANNEX 1B Child Mapping Tool
Barangay: ______________________________ Division: ______________________________
Municipality: ______________________________ Region: ______________________________
1
ASK: "Is the child a permanent resident?" (YES/NO) If YES, follow up "do the residents plan on moving out?"
2
TYPES OF DISABILITIES: (see DepED Order No. 2, s 2014 for detailed descriptions)
1- Visual Impairment 6- Serious emotional disturbance
2- Hearing Impairment 7- Autism
3- Intellectual Disability 8- Orthopedic impairment
4- Learning Disability 9- Special health problems
5- Speech/language impairment 10- Multiple disabilities
3
EDUCATIONAL ATTAINMENT:
CK- Completed Kindergarten C7- Completed Grade 7 SK- Some Kindergarten S7- Some Grade 7
C1- Completed Grade 1 C8- Completed Grade 8 S1- Some Grade 1 S8- Some Grade 8
C2- Completed Grade 2 C9- Completed Grade 9 S2- Some Grade 2 S9- Some Grade 9
C3- Completed Grade 3 C10- Completed Grade 10 S3- Some Grade 3 S10- Some Grade 10
C4- Completed Grade 4 C11- Completed Grade 11 S4- Some Grade 4 S11- Some Grade 11
C5- Completed Grade 5 C12- Completed Grade 12 S5- Some Grade 5 S12- Some Grade 12
C6- Completed Grade 6 S6- Some Grade 6
Before you go around your community to conduct your early registration activities, coordinate with the District or Division office and your barangay. If there are other schools in your barangay, coordinate with them as well.
Distribute this child mapping tool to your team of teachers and volunteers. They should fill this up as they move from house to house in the barangay. This will help you get important basic information on the status of 4-17 year old children in your community which you can use in school planning. You only need to
cover your barangay unless majority of your students come from nearby communities, in which case, you need to conduct child mapping in those barangays as well. If there are no schools in a barangay, the District or Division office will initiate the child mapping in that area (following DO. No. 1 s. 2015).
Child mapping should be done at least every 3 years (preferably at the start of the SIP cycle), assuming that there are no major changes in the population of your community. After events causing major population changes (e.g. disasters), child mapping should be conducted to account for the children in your
community.
After mapping, consolidate the data. You can encode it in the School-Community Data Template for easy reference. Share the data with your District and Division offices, barangay, and with nearby schools and communities.
Gender
Educational
attainment3
Planning to
study next
school
year?
(YES/NO)
Number of
years in
present
address
Is residence
permanent?1
(YES/NO)
Date of birth
With Birth
Certificate?
(YES/NO)
Present address
RESIDENCE
INTERVIEWER NAME AND SIGNATURE
DATE OF INTERVIEWS
DISABILITY ECCD (FOR 4YO CHILDREN) FUTURE ENROLLMENT
If YES, specify the name of
prospective school
Last First Middle
If NO, state reason for not
planning to study next
school year
If YES,
specify
type of
disability2
If YES, specify name of
school
If NO, state reason for not
studying
TOOL FOR MAPPING OF 4-17 YR. OLD CHILDREN
Has a
disability?
(YES/NO)
Provided
with ECCD
Services?
(YES/NO)
If YES, specify ECCD facility
EDUCATIONAL STATUS
Currently
studying?
(YES/NO)
Age
DEMOGRAPHIC INFORMATION
If studying through ADM,
specify type of ADM
NAME