1. School Effectiveness Division
BUREAU OF HUMAN RESOURCE & ORGANIZATIONAL DEVELOPMENT
Workshop on the Validation of
SIP Quality Assessment Tool &
SIP Styleguide
2. Program Flow
• Presentation of
Statement of
Purpose
• Discussion on the
overview of what is
SIP QA Tool and
SIP Style Guide
• Pre-simulation of
the SIP QA Tool
using the sample
SIPs of the
participants
• Validation of the
SIP QA Tool
• Presentation and
processing of
outputs on SIP QA
Tool
• Recap on SIP Style
Guide
• Validation of the
SIP Style Guide
• Presentation and
processing of
outputs on SIP
Style Guide
• Post-simulation of
the SIP QA Tool
and Style Guide
• Next Steps
4. What is SIP QA Tool?
A standardized tool that will be used to by the
Schools Division Offices in assessing the quality of
the School Improvement Plan (SIP).
It is not intended to be used to compare
achievement of schools, but rather the degree the
SIP meets the criteria of a quality SIP.
5. The SIP QA Tool Criteria
EXCELLENT: Influence other schools
MEETS EXPECTATION: Sustain but strive
for excellence
BELOW EXPECTATION: Revise the whole
chapter/section
6. Chapter 1: Preparatory Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 1:
Clarity and
completeness
of the VMV
The chapter states
the DepEd VMV
but does not
present SPT's
understanding of
the VMV.
The chapter clearly
articulates the
SPT's
understanding of
the VMV as well as
their aspirations for
the school and
learners.
The chapter clearly
articulates the
SPT's
understanding of
the VMV and their
aspirations for the
school and
learners; and
presents their roles
and responsibilities
that will contribute
to the attainment of
the school goals.
7. Chapter 2: Assess Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 2:
Clarity and
completeness
of discussion
on school's
current
situation
The chapter
presents school
and community
data but no
discussion on its
connection to the
school's current
situation.
The chapter shows
the school's current
status and trends
including the
improvements and
needs of the
school.
The chapter shows
the school's current
status and trends
including the
improvements and
needs of the
school, articulating
its clear connection
to the appropriate
data.
8. Chapter 3: Plan Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 3: Clarity
and completeness
of the process on
the selection of
PRIORITIZATION
IMPROVEMENT
AREAS (PIAs)
The chapter
presents PIAs
that are not
aligned to
intermediate
outcomes (IO).
The chapter
presents the
identified PIAs
that are aligned
to appropriate
intermediate
outcomes.
The chapter
presents the
prioritization matrix
of the identified
PIAs using the
prescribed rubric.
9. Chapter 3: Plan Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 3: Clarity
and completeness
of the GENERAL
OBJECTIVES
The chapter
presents
objectives that are
not responsive to
PIAs.
The chapter
presents objectives
that are "SMART"
and responsive to
PIAs.
The chapter
presents "SMART"
objectives that are
aligned to the PIAs
and Division
targets.
10. Chapter 3: Plan Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 3: Clarity
and completeness
of the process on
the conduct of
ROOT CAUSE
ANALYSIS
The chapter
presents root
causes but there
is no evidence of
root cause
analysis process.
The chapter
presents root
causes and the
evidence of the
process of root
cause analysis.
The chapter
presents the root
causes and the
process of root
cause analysis
including evidence
of presentation to
the SPT.
11. Chapter 3: Plan Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 3: Clarity
and completeness
of the activities in
the identified
SOLUTION(s)
The chapter
presents the
activities for each
project that do not
address the root
cause/s.
The chapter
presents activities
for each project
that are addressing
the root cause/s.
The chapter
presents activities
for each project
that address the
root cause and are
sustainable, within
the school's
control,
economical, and
with the support of
process owners.
12. Chapter 3: Plan Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 3: Clarity
and completeness
of the TIMELINES
AND TARGETS
The chapter
presents general
objectives but do
not have annual
targets.
The chapter
presents general
objectives that are
broken down into
annual targets.
The chapter
presents general
objectives that
have realistic
timelines and
targets that are
aligned with the
proposed solutions.
13. Chapter 3: Plan Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 3: Clarity
and completeness
of the ANNUAL
IMPLEMENTATION
PLAN
The AIP has
complete data and
information but the
activities do not
clearly support the
attainment of the
school objectives.
The AIP has
complete data and
information and the
activities support
the attainment of
the school
objectives.
The AIP is
translated into
school OPCRF
(please attach
OPCRF).
14. Chapter 4: Act Phase
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 4: Clarity
and completeness
of the PROJECT
MONITORING
PLAN
The chapter does
not present a
monitoring plan.
The chapter presents
a monitoring plan
using the project
monitoring report form
and contains the
following information:
name of project,
project objectives and
targets and schedule
of monitoring for the
first year of
implementation.
The chapter
articulates the roles
and responsibilities
of the SPT
concerning
monitoring.
15. SIP Writing Style
CHARACTERISTIC
BELOW
EXPECTATION
MEETS
EXPECTATION
EXCELLENT
Chapter 4: Clarity
and completeness
of the PROJECT
MONITORING
PLAN
The chapter does
not present a
monitoring plan.
The SIP adheres to
SIP style guide.
The SIP adheres to
the SIP style guide
and uses politically
sensitive terms,
minimizes use of
technical words, and
with moderate use of
graphics
17. What is SIP Styleguide?
A simple and straightforward template that will
guide public schools in writing the SIP.
A very useful tool for the Schools Division Offices
in appraising the SIP.
18. Maximum
number of
words:
4,000.
Leave
space for
the table.
Section
Number
of Pages
Cover
Title Page
Message Optional
List of Tables/Illustrations
Chapter 1 2
Vision Mission Core Values
Chapter 2 2
Current Situation
Chapter 3
Planning Worksheet 4
Chapter 4
Monitoring and Evaluation 2
Total number of pages (Chapters 1-4) 10
Ten pages
maximum /
one page is
about 500
words using
11-12 pt.
font.
TABLE OF CONTENTS
19. Chapter 1
Department of Education Vision, Mission, and
Core Values Statement
The Department of Education is a learner-centered
institution developing globally competitive and
morally upright Filipinos who passionately love
their country and contribute meaningfully to
building a nation.
State how the SPT understands the VMV of
DepEd (How members of SPT understand the
VMV?) Note: Use own language of SPT if
necessary.
State applicable intermediate outcomes
20. Chapter 2
School’s Current Situation
Baselines (Where are we now?)
Priority Improvement Areas (What are the urgent
needs?)
Note: Schools may organize the PIAs using
Access, Quality, & Governance classifications
Root Causes (What caused the urgent needs?)
21. Chapter 3
Planning Worksheet
Targets
(Where do we want to be?)
Objectives
(What will we do?)
Resources
(How much/many do we need?)
Stakeholders (Who are the actors?)
Timeline (How long will it take?)
22. Project Designs (1-2 pages)
Targets
Where do we want to be after first year of SIP
implementation?
Discuss the targets for each performance indicator of
the PIAs identified
PAPs
What are the solutions/projects that we need to do for the
first year of SIP implementation to attain the targets?
How will we do it?
Discuss how these PAPs are aligned with Priority
Improvement Areas and Intermediate Outcomes
Resources
(How much/many do we need for the first year of
implementation?)
Chapter 3
23. Work and Financial Plan or Annual
Implementation Plan
It is not necessary to write a paragraph describing the
contents of the WFP or AIP
It is sufficient that the school accomplish the WFP for the first
year.
WFP format follows Fiscal Year Calendar (plus 1st quarter of
the succeeding FY) but schools may adopt the WFP format
that they are most familiar with.
AIP/WFP is the basis for Monthly Disbursement Program and
Annual Procurement Plan
Chapter 3
26. Chapter 4
Monitoring and Evaluation
This section contains the plan on how the SPT will
monitor the different Programs, Activities, Projects,
& Activities (PAPs) or different areas (themes) of
school operations.
The School Monitoring activities should be
oriented towards formative purpose.
The summative evaluation of the SIP at the end of
3rd year shall be done by the SGOD.
27. Proofreading Checklist
Content
Are the elements complete?
Is there consistency in voice, diction, tense?
Does the spelling follow American style?
Are your sentences parallel?
Is the language simple and easy to understand?
Are your punctuations correct?
Format
Is the font for subheads/heads Tahoma?
Is the font for the body Bookman Oldstyle 11 pt?
Are the margins correct?
Are the tables correct?
