lecture

1. Enhanced School
Improvement Plan
(eSIP)

2. THE CYCLE OF eSIP

3. THE CYCLE OF eSIP

4. PHASE 1 OF eSIP

5. Arrange the steps in Phase 1. Use the numbers 1-11
__________ Organize project teams.
_________ Analyze school processes.
_________ Prepare initial list of PIAs.
_________ Do gaps analysis.
_________ Prioritize PIAs
_________ Accomplish Planning worksheet (PIA column)
_________ Listen to the voice of the learners and other stakeholders.
_________ Select area of focus.
_________ Set general Objectives (enter in the planning worksheet)
_________ Do root cause analysis
_________ Present root causes to SPT

6. Arrange the steps in Phase 1. Use the numbers 1-11
Organize project teams.
Analyze school processes.
Prepare initial list of PIAs.
Do gaps analysis.
Prioritize PIAs
Accomplish Planning worksheet (PIA column)
Listen to the voice of the learners and other stakeholders.
Select area of focus.
Set general Objectives. (enter in the Planning Worksheet)
Do root cause analysis
Present root causes to SPT
6
8
2
1
3
4
7
9
5
10
11

7. 2. Identify and analyze PIAs.
2.1. Gap Analysis
Condition:
Should have the following documents:
1. SRC
2. School Community Data
3. CFSS
4. Result of analysis of the previous SIP.
5. Others
Phase 1 0f eSIP - ASSESS

8. 2. Identify and analyze PIAs.
2.1. Gap Analysis
Phase 1 0f eSIP - ASSESS
DIVISION
TARGET
SCHOOL PERFORMANCE
Data Needed
Currently
Contributing
Inhibiting Factors
Project
Imple
mented
Groups
that
Require
Attention
Yes/
No
Explanation
Completion
rate : 96%
School
completion rate
over the
previous three
years
No Overall
completion rates
over the last 3
years have been
around 10% less
than the target.
Low completion rate due
the ff:
- literacy and numeracy
performance
- Health problems
- Family problems
Projec
t……..
Key stage
1 (K-3)

9. 2. Identify and analyze PIAs.
2.1. Gap Analysis
Phase 1 0f eSIP - ASSESS
DIVISION
TARGET
SCHOOL PERFORMANCE
Data Needed
Currently
Contributing Inhibiting
Factors
Project
Impleme
nted
Groups that
Require
Attention
Yes/
No
Explanation
School Leaver
rate: .38
1. School leaver rate
over the previous 3
years.
2. Reasons of dropping
and for not to
continue schooling
No Overall school
leaver rates over
the last 3 years
have not been
lower than 4%
High school leaver
rates due to the ff:
- Financial matters
- Health problems
- Disaster
- Family problems
Project
Sagip
SARDOs
Disadvantag
ed students
OFW
parents

10. 2. Identify and analyze PIAs.
2.1. Gap Analysis
Phase 1 0f eSIP - ASSESS
DIVISION
TARGET
SCHOOL PERFORMANCE
Data
Needed
Currently Contributing
Inhibiting Factors
Project
Impleme
nted
Groups that
Require
Attention
Yes/
No
Explanation
Elem MPS:
85%
Sec MPS: 90%
MPS per
grade level
and per
learning area
No Overall school MPS
is 1% lower than the
target. The learning
areas that pull down
the sch. MPS are
Math & Science and
English
- Instructional practices.
- Availability of Learning
materials
- Assessment practices
- No Intervention
programs
- Poor comprehension
and reading ability of
learners
Project
….(Contin
uous
capability
building
activities)
All grade
level

11. Let’s try: Fill the gap analysis template.
A. Gap Analysis
Phase 1 0f eSIP - ASSESS
DIVISION TARGET
SCHOOL PERFORMANCE
Data
Needed
Currently
Contributing Inhibiting
Factors
Project
Implemen
ted
Groups that
Require
Attention
Yes/
No
Explanation
1. Struggling readers:
0%
2. SHS graduates
(TVL): 100% NC holder
3. Child friendly school
:100% (25 to 30
points)

12. Sharing of output

14. Vision Sharing
- What are your own dreams for the children of your school after
3 years?
Ex: Aligned with the Deped Vision, _______Elementary school as
a center of independent readers and excels in academic and in
curricular activities.
- A narrative relating the school vision to the Deped Vision

16. Mission Sharing
- What is the role of each in order to achieve the vision.
Teacher-
Learner-
Administrator-
Stakeholders-
(you can specify the role of each or in general statement)

18. Core Values Sharing
- What values do you possess that support the core values?
- How should you be so you can demonstrate these core values?
Ex To demonstrate being Maka-Diyos, Maka-tao, Makakalikasan,
Makabansa each shall be participative, compliant, and always aim for
the best
- A narrative how these values help you fulfill the vision mission?

19. 2. Identify and analyze PIAs.
2.2 Prepare list of initial Priority Improvement Areas (PIAs)
Phase 1 0f eSIP - ASSESS
Division Target
School Performance
Initial PIAs
Gap
Groups that
require attention
School leaver rate:
.38
Overall school leaver rates over the last
3 years have not been lower than 4%
Disadvantage
students
High school leaver
rate.
Completion rate:
96%
Overall completion rates over the last 3
years have been around 10% less than the
target.
Key stage 1 (k-3) Low completion
rate
Elem MPS: 85%
Sec MPS: 90%
Overall school MPS is 1% lower than
85%. The learning areas that pull down
the sch. MPS are Math, Science & Eng.
All grade level Low MPS in Math,
Science and English

20. Share
Initial list of PIAs

21. 2. Identify and analyze PIAs.
2.3. Prioritization of PIAs
Phase 1 0f eSIP - ASSESS
Improvement
Areas (IA)
Strategic
Importance (The
number of other IAs
that will benefit
when the IA is
addressed)
Urgency (The
urgency or need
to improve the
area as soon as
possible)
Magnitude
(The number of
learners that will
benefit when the
IA is addressed)
Feasibility (The degree
to which the
improvement area is
within the school’s
mandate and control)
Average Interpretati
on
Low
completion
rate
4 5 5 5 4.75 Very High
High school
Leaver rate
5 5 5 5 5 Very High
5- Very High 4 – High 3 – Moderate 2 – Low 1 – Very Low

22. Prioritize the listed PIAs

23. 2. Identify and analyze PIAs.
2.4. Prepare the Planning Worksheet (Annex 5)
Phase 1 0f eSIP - ASSESS
Learnin
g Stage
DepEd Intermediate Outcomes Priority
Improveme
nt Areas
General
Objective/
s
Root
Causes
Time Frame
SY SY SY
K-3
IO1: Learners are in school and learning centers
IO2: Learners access programs responsible to their
needs and consistent with their interest and aptitudes
IO3: Learners enjoy learner-friendly environment
IO4: Learners actively participate in their learning
environment
IO5: Learners attain learning standard
IO6: Learners are well rounded happy and smart

24. 2. Identify and analyze PIAs.
2.4 Prepare the Planning Worksheet (Annex 5)
Phase 1 0f eSIP - ASSESS
Learnin
g Stage
DepEd Intermediate Outcomes Priority Improvement
Areas
General
Objective
/s
Root
Caus
es
Time Frame
SY SY SY
K-3
IO1: Learners are in school and learning centers High school leaver rate
IO2: Learners access programs responsible to their
needs and consistent with their interest and aptitudes
IO3: Learners enjoy learner-friendly environment
IO4: Learners actively participate in their learning
environment
IO5: Learners attain learning standard 1. Low completion rate
2. Low MPS in MSE
IO6: Learners are well rounded happy and smart

25. Input the PIAs in the
appropriate IOs

26. 3. Analyze the PIA
3.1 Set General Objective
Phase 1 0f eSIP - ASSESS
PIA What is it about
the PIA that
made it as IA?
What do
you want
to
happen?
What
“to
do”?
“To do”
on
what?
(PI)
Objective Baseli
ne
(BL)
Target
(T)
Time
Period
Low
completi
on rate
Our completion
rate is significantly
lower at 4%
versus the
Division target at
96%
We want
our school
completion
rate to
increase by
4%
To
increase
The
completio
n rate
To increase
the
completion
rate
92% 96% In 3
years
General Objective: To increase the completion rate from 92% to 96% in 3 years.
Verb Indicator BL T Time period

27. 3. Analyze the PIA
3.1 Set General Objective
Phase 1 0f eSIP - ASSESS
To increase the completion rate from 92% to 96%
in 3 years.
Incremental Targets:
For Y1: completion rate increased by 1%.
For Y2: completion rate increased by 1%.
For Y3: completion rate increased by 4%.

28. Developing objectives
(using the PIA that you identified in the previous activity)

29. 3. Analyze the PIA
3.2 Organize Project Teams
 One project team per PIA
- Project teams may work on more than one PIA
- Each Project team should discuss their assigned PIA and list down the
possible factors that affect their PIA.
- Identify possible individuals as the interviewee.
Phase 1 0f eSIP - ASSESS

30. 3. Analyze the PIA
3.3 Listen to the voice of the learners and other
stakeholders
 This will be done by project teams.
 Determine the concerned stakeholders that need to talk to.
 Ask HOW they will be helped by the school.
 For interviews ask open-ended questions.
Note: Validate the PIA/problem and pinpoint the relevant school process.
Phase 1 0f eSIP - ASSESS

31. Simulate an interview

32. 3. Analyze the PIA
3.4 Analyze School Process
 This will be done by the project team.
 Know the WHY and WHERE the NEEDS and PROBLEMS exist in
the process.
 Map the process and identify the storm clouds.
 Better understand the problem and to identify possible points of
intervention.
Phase 1 0f eSIP - ASSESS

33. 3. Analyze the PIA
3.4 Analyze School Process
Example: PIA - Low MPS in Math, Science and English.
Identified interviewee: Learners, Teachers and Instructional Leaders.
Possible responses in the interview:
From Learner: “Sometimes can’t relate on the topic,”
From Instructional Leader: “T develop lesson using symbols (abstract) only”
Relevant process: Teaching-learning process, Preparation of assessment materials
Phase 1 0f eSIP - ASSESS

34. 3. Analyze the PIA
3.4 Analyze School Process
Example: PIA – 40% out of 120 Grades 2 to 3 learners are struggling readers
Identified interviewee: Parents, Teachers and Instructional Leaders.
Possible responses in the interview:
From parents:
From Instructional Leader:
Relevant process: Teaching beginning reading process, Parents tutorial method
Others: Conduct of Phil-IRI, Reading Intervention Program
Phase 1 0f eSIP - ASSESS

35. Drill (3-5 mins) Review (5 mins) Presentation of
situation as
springboard (5 mins)
Discussion of
the new lesson
(modelling)
Assessment Further practice
Scaffolding
activity
There are pupils
that could not
follow the steps
Situation are not in
the context of
learners
Only 20 learners
were able to get a
passing score
Only few volunteer
to give their answers
There were
learners who were
not able to finish
the activity.
Teachers
presented lessons
using symbols
Teaching Learning Process in Math

36. Drill Review Presentation of
vocabulary words
Reading of the
story
Assessment Further practice
Answering
motive questions
Five pupils were
just turning the
pages. Not
interested to read
5 pupils do lipsing
in reading
Only 20 learners
were able to get a
passing score
Only the fast learners
volunteer to give their
answers on the motive
questions
There were
learners who were
not able to finish
the activity on
time.
Teaching Learning Process in Reading
10 learners could not
pronounce/ read
very well ccv and
dolch’s sight words

37. Map a process that is
relevant to the
identified PIA

38. 3. Analyze the PIA
3.5 Select the area of focus
 Select the most strategic storm clouds that will affect the PIA.
 Aim your improvement efforts on a particular problem rather than
attempting to solve all the problem at once
Sample strategic storm cloud: New concepts were presented in
symbols (abstract)
: 10 learners could not read ccv words and some dolch’s sight words
Phase 1 0f eSIP - ASSESS

39. 3. Analyze the PIA
3.6 Do Root Cause Analysis
 Root cause is not the solution.
 Finding the root cause is necessary in identifying the key strategic
solution.
 Use any of the problem analysis tool. ( fishbone, why why, and
problem tree)
 If there are several root causes, prioritize which root cause to be
address
Phase 1 0f eSIP - ASSESS

40. 10 learners could not read cvc,
ccv and the dolch’s sight words
Limited
strategies
employed
Limited concrete
and semi concrete
IMs
Limited Learning
support from
parents
No training
on phonics
Big class size
Newly hired
teacher
Lack of
teacher
Time of parents
No training on
the techniques
Lack of training
on the
development of
IMs
No LR center for
reading
Lack of
classroom

41. 3. Analyze the PIA
3.7 Present the root causes to the SPT
 Result of FGDs, Interview with learners and stakeholders.
 School process flowchart with storm clouds
 Area of focus
Phase 1 0f eSIP - ASSESS

42. Phase 1 0f eSIP - ASSESS
OUTPUT OF PHASE 1 SHALL
BE THE CONTENT UNDER
INTRODUCTION OF THE SIP.