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School Improvement Plan
(SIP) 2016-2019 and
Monitoring & Evaluation
(M&E) Tool
Formulation Seminar Workshop
WELCOME Batch 15
Why craft the School
Improvement Plan?
It is required by LAW.
It is envisioned to create an
environment of collaboration.
Legal Basis
 Republic Act 9155 – Governance of
Basic Education Act of 2001 (Section
6.2.4)
 The School Head shall have authority,
accountability and responsibility in
“Developing the School Education Program
and School Improvement Plan”
Legal Basis
 Republic Act 9184 – Procurement
Law (Article II Section 7)
“… No government procurement shall be
undertaken unless it is in accordance with
the approved Annual Procurement Plan of
the Procuring Entity..”
Legal Basis
 DO No. 44 s. 2015 – School
Improvement Planning Guidebook
School Improvement Plan
A 3-year roadmap of
interventions for the school
To be undertaken with the help
of the community and
stakeholders.
School Improvement Plan
It is formulated based on
evidences, results and intended
for the learners.
A requirement of the School
Based Management (SBM).
Prepared by the School-
Community Planning Team (SPT).
School Improvement Plan
A basis for the Annual
Implementation Plan (AIP).
A basis for the Annual Procurement
Plan (APP).
STEP 1:
Collecting, Organizing, &
Analyzing School Data
STEP 2:
Identifying Core
Values, Crafting
the School’s
Vision, Mission
STEP 3:
Determining
School Goals
& Objectives
STEP 4:
Formulating the 3-year and
Annual Implementation Plans
STEP 5:
Formulating Monitoring
& Evaluation Plan
STEP 6:
Writing the
SIP
STEP 7:
Communicati
ng the SIP
Plan
Implementation
SIP
Planning
Cycle
SIP Cycle
SIP Content (Previous Version)
1. ACCESS
2. QUALITY AND RELEVANCE
3. MANAGEMENT OF EDUCATIONAL
SERVICES
4. PERFORMANCE INDICATORS
SIP Content (New Version)
1. ACCESS
2. QUALITY
3. GOVERNANCE
ACCESS –Every Filipino has access to
complete basic education
 Are the school-age children of
the community in school?
 If not, what are the issues,
problems, or challenges in
school?
ACCESS –Every Filipino has access to
complete basic education
 What are the causes of the
children dropping out? Is there
anything that the school can do
about it?
 Transition
 Grade 6 to Grade 7
 Grade 10 to Grade 11 (SHS)
QUALITY – Every graduate is prepared
for further education and the world of work
 Quality vs Number of Graduates
 NAT Mean Percentage Scores
 Reading Proficiency of Students
 Numeracy Levels of Students
 Instructional Supervision
QUALITY - Every graduate is prepared
for further education and the world of work
 How do learners learn? (NAT Results)
 How do teachers teach? (RPMS
Indicators)
 How do school head manages and
supervises the school? (RPMS
Indicators)
GOVERNANCE – Effective, transparent,
and collaborative governance of basic
education
 School Based Management
 Child Friendly School System
 Stakeholders’ Participation in School PPAs
 Learner-Teacher Ratio
 Learner-Classroom Ratio
 Learner-Toilet Ratio
 Learner-Seat Ratio
Preparatory Activities
1. Gather and Organize Necessary Data
 DM 223 s 2015 Requirements from Participants
2. Form the School Planning Team
 DRRMC and Child Protection Committee
3. Convene the School Planning Team
for Orientation, Vision Sharing and
Scheduling
SPT Preparatory Activity
1. Run through of School Data
Gathering Forms
BACK
2. Identify the improvement areas of
the school
(PAST) Unsolved problems of the school
(PRESENT) New problems of the school
3. Vision sharing of the SPT
4. SPT Schedule/Timeline
Expected Outputs:
 Available Data and Its Source(s)
 Vision Sharing of Planning Team
 Planning Team Schedule
Workshop 1 – Activity 1a
Run through of School Data Gathering Forms
Sources of Data
School-Community Data (Annex 1A) 45/17
Child Mapping (Annex 1B) 63
Child Friendly School Survey (Annex 2A) 65
Child Protection Policy Implementation Checklist (Annex 2B) 77
School Hazard Mapping (Annex 2C) 79
SRC Summary (Annex 11)
BACK
What is the use of these data
collected?
 Evidence for improvement
 Areas that do not meet standards
 Lacking requirements of the school
 Gaps may be the aim for
improvements or innovations
Workshop
Vision Sharing of Planning Team
Planning Team’s UNDERSTANDING of DepED’s
 Vision
 Mission
 Core Values
NEXT ACTIVITY
DepED’s Vision
We dream of Filipinos who
passionately love their country and
whose values and competencies
enable them to realize their full
potential and contribute
meaningfully to building the nation.
As a learner-centered public
institution, the Department of
Education continuously improves
itself to better serve its
stakeholders. BACK
How should the students
be trained if we envision
them to have these
virtues?
1. Passionately love the
country,
2. Realized their full
potential,
3. Contributing
meaningfully to
building the nation
How can our school
continuously improve?
DepED’s Mission
To protect and promote the right of every
Filipino to quality, equitable, culture-based,
and complete basic education where:
• Students learn in a child-friendly, gender-
sensitive, safe and motivating environment;
• Teachers facilitate learning and constantly
nurture every learner;
• Administrators and staff, as stewards of the
institution, ensure an enabling and supportive
environment for effective learning to happen;
• Family, community, and other stakeholders
are actively engaged and share responsibility
for developing life-long learners. BACK
How can the school
facilitate for the
realization of this
mission?
How can our school
personnel realize
this mission?
How can the
community be
actively involved
for the realization
of this mission?
DepED’s Core Values
Maka-Diyos,
Makatao
Makakalikasan
Makabansa
BACK
What can you
contribute to make this
core values become the
virtue of our students?
What values should the
school personnel and
stakeholders possess?
SPT Output 2
Planning Team’s Timeline
Activities Date Remarks
Preparatory Activity
Gathering and Organization of Data Jan 12
Organize the School Planning Team
(SPT)
Jan 12
SPT Orientation and Vision Sharing Jan 28-30
PHASE 1 – ASSESS Feb to March
PHASE 2 – PLAN April
PHASE 3 - ACT Depend on the projects
for implementation
As soon as the School Planning
Team got the needed data, it is
now time to for the first step of the
SIP Planning Cycle.
ASSESS
Phase 1: ASSESS
 Identify/Review Improvement Areas
 Use the results of the Preparatory
Activity
 Check school’s current SIP for IA’s
 What are the IA’s in the current SIP?
 List down some Improvement Areas
Activity 3.
List down three Improvement Areas under
each category.
ACCESS QUALITY GOVERNANCE
ACCESS –Every Filipino has access to
complete basic education
QUALITY - Every graduate is prepared for
further education and the world of work
GOVERNANCE – Effective, transparent,
and collaborative governance of basic education
Phase 1: ASSESS
(Analysis of Previous & Current IAs)
 Analyze the Improvement Areas
 What IAs in the previous SIP were
successfully implemented? Not successfully
implemented? Why?
 Use the GAP ANALYSIS TEMPLATE in
Annex 3
Gap Analysis Template
A. DIVISION
TARGETS
B. SCHOOL PERFORMANCE
B1. Data
Needed
B2. Currently
Contributing
B3.
Inhibiting
Factors
B4. Projects
Implemented
B5. Groups
that Require
AttentionYes/No Explanation
Example:
Zero
Dropout
1. Dropout
Rate for last 3
School Years
2. Reason for
Dropping out
NO Dropout
rate in the
last 3 years
has been
greater
than 2%
Dropout rates
due to:
-Financial
matters
-Health
problems
-Child labor
1. New
strategy in
attendance
monitoring
2. Teacher
counseling
students
Dis-
advantaged
students
Reading
Compre-
hension
Develop-
ment
1. Phil-IRI
Results for
the last 3 SY
2. Analysis of
Phil-IRI Results
(IR, InR,
NonReader)
NO Average
non-readers
of the school
has been
greater than
10%
-Reading
practice
-Supple-
mental
reading
materials
1. Enhanced
School Reading
Program
2. SBTP on
developing
Reading
Comprehension
of students
Non-
Readers
WHERE IS THE GAP?
ANY GAP?
!
!
 The GAP is a prospect for
improvement
 The GAP could be a school process
or a part of a school process.
Phase 1: ASSESS
(Analysis-School Processes)
 Analyze the School Processes
 How do the teachers teach?
 How are the students assessed?
 How are the assessment utilized?
 How do the principal observe classes?
 How do the students learn?
 Prioritize the Improvement Areas
 Use Annex 4: Identifying Priority
Improvement areas
Phase 1: ASSESS
Identifying Priority Improvement Areas
(Annex 4)
Improvement
Area
Strategic
Importance
Urgency Magnitude Feasibility Ave Interpretation
Rubric in Identifying Priority Improvement Areas
Criteria Description Scale
Strategic
Importance
The number of other areas that will
benefit when the improvement
area is addressed
5 – Very High
4 – High
3 – Moderate
2 – Low
1 – Very Low
Urgency
The urgency or need to improve
the area as soon as possible
Magnitude
The number of learners that will
benefit when the improvement
area is addressed
Feasibility
The degree to which the
improvement area is within the
school’s mandate and control
Improvement Area
Strategic
Importance
Urgency Magnitude Feasibility Average Interpretation
Reading
comprehension
Lack of
professional
development
High
dropout
Low intake of 5
year old children
in kindergarten
5
2
2
3
5
3
5
3
3
3
4
4
5
5
4
4
4.5
3.25
3.75
3.5
Very High
Moderate
Priority
High
Priority
High
Priority
1
2
3
4
Phase 1: ASSESS
Prioritization of Improvement Areas (Annex 4)
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Priority Improvement Areas
General
Objectives
Root
Cause/s
Time Frame
SY
2016-
17
SY
2017-
18
SY
2018-
19
1. Reading Comprehension
2. High dropout
3. Low intake of 5 year old
children in kindergarten
4. Lack of professional
development
? ?
? ?
? ?
? ?
Walking School Processes
 Example: Developing Reading Proficiency
PLAN THE LESSON
EXECUTE THE
LESSON PLAN
EVALUATE THE LESSON
PLAN EXECUTION
DIAGNOSE PUPILS’
READING SKILL
LEVELS
APPROPRIATE
STRATEGY
Trace the Problem Cause
PLAN THE LESSON
EXECUTE THE
LESSON PLAN
EVALUATE THE
LESSON PLAN
EXECUTION
DIAGNOSE
PUPILS’ READING
SKILL LEVELS APPROPRIATE
STRATEGY1. What is the result?
2. How was the
diagnosis conducted?
3. What strategy was
used?
4. Is it appropriate?
1. Is the plan
appropriate?
2. Is the plan complete?
3. Is the plan adequate?
4. Is it SMART?
1. Is the execution
appropriate?
2. Are the materials used
appropriate and
adequate?
3. Did the execution
follow the plan?
1. Is the evaluation
appropriate for the
lesson taught?
2. How is the result
analyzed?
3. How is the analysis
utilized?
1. Is the teacher adept
with such strategy?
NEXT
Phase 1: ASSESS
(Analysis-Focus Selection)
 Select Area of Focus
 Diagnosis of Pupils Reading Skill
Levels
 Lesson Planning
 Lesson Plan Execution or Instruction
 Lesson Taught Evaluation
 Strategy Selection and Adoption
NEXTBACK
Priority
Improvement Areas
General Objectives
Root
Cause/s
Time Frame
SY
2016-
17
SY
2017-
18
SY
2018-19
Reading
Comprehension
To improve the
selection of teaching
strategies in reading
?
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Phase 1: ASSESS
(Analysis – Finding the Causes)
 Do Root Cause Analysis
 Fish Bone Diagram
 Why-Why Diagram
 Problem Tree Approach
 Streams Analysis
NEXT
Fish Bone Diagram
Poor Reading
Comprehension
of Pupils
People Procedures
Equipments
Materials
Teachers
School Head
Pupils
Parents
Audio-visual
Reading Laboratory
Supplementary Reading Materials
Reading Materials
Reading Schedule
Reading Assessment
Material
Remedial
Reading
Reading Assessment
Lack of Training
Practice
Awareness
Monitoring
Incomplete or Lacking
Non-existent
Inappropriate
Inadequate
Inadequate or Non-existent
Regular Schedule
Regular Schedule
NEXT
Which is the most direct cause?
Priority
Improvement
Areas
General
Objectives
Root Cause/s
Time Frame
SY
2016-17
SY
2017-18
SY
2018-19
Reading
Compre-
hension
To improve
the selection
of teaching
strategies in
reading
Lack of teachers’
training in teaching
reading.
No regular reading
practice in school
Monitoring of
school heads in
teaching reading
Inadequate
reading
materials.
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Why-Why Diagram
Why do pupils
cannot perform
satisfactorily the
four fundamental
operations?
Why do
pupils lack
practice?
Why do
pupils lack
interest?
Because pupils
lack practice
Because pupils
have no time?
Because pupils
lack interest?
Why do pupils
have no time
to practice?
Because pupils cannot
conceptualize the operations
Why pupils
cannot
conceptualize
an operations?
Because instruction don’t
provide for conceptualization
Why instruction
don’t provide for
conceptualization?
Why
teachers
lack
training?
Because teachers
lack training?
Because of limited
class interaction?
Because the SBTP don’t
provide such training.
Why there is
limited class
interaction?
Because of class
disruptions.
NEXT WORKSHEET
Focus?
 Pupils’ lack of practice
 Pupils conceptualization of the four
fundamental operations
 Pupils’ lack of time for practice
 Pupils’ lack of interest in practicing
 Instruction that provides for
conceptualization of the basic
operations
Which is the most direct cause?
Priority
Improvement
Areas
General
Objectives
Root Cause/s
Time Frame
SY 2016-
17
SY 2017-
18
SY 2018-
19
Proficiency of
Grade III
pupils in the
four
fundamental
operations in
Math
To improve
instruction in the
conceptualization
of the four
fundamental
operations
among pupils
DIAGRAM
Instruction don’t
provide for
conceptualization
Teachers don’t
have training in
conceptualization
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Problem Tree
English NAT MPS is 54%
for SY 2014-2015
Reading
Comprehension of
Pupils is very poor
Teaching Strategies
employed by teachers
don’t facilitate reading
comprehension
development
Pupils don’t
practice reading.
Which is the
Root
Problem?
Lack of
appropriate
reading materials
Teachers lack
training in reading
comprehension
development
strategies
Teacher-Pupil
contact time
is very limited
No appropriate
reading materials
issued to the school
from IMDC.
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Priority
Improvement
Areas
General
Objectives
Root Cause/s
Time Frame
SY
2016-17
SY
2017-18
SY
2018-19
English NAT
MPS is 54%
for SY 2014-
2015
To increase the
English NAT
MPS from 54%
to 75%
DIAGRAM
Reading
comprehension of the
pupils is very poor
Teaching strategies
utilized by teachers
don’t facilitate reading
comprehension
development
Streams Analysis
QUALITY GOVERNANCE
78% Promotion Rate
Teachers use chalk-talk
teaching activity
School Head observes
one teacher a week
Poor Reading
Comprehension of Pupils
Teachers don’t use
appropriate teaching
strategies
Instructional
supervision is limited
to lesson plan
checking.
School Head utilizes 2-
3 days in
administrative
functions.
Which is the Root
Problem?
Which is the
Core Problem?
3
3
2
4
3
1
0
0
1
1
2
2
5
6
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Priority
Improvement
Areas
General Objectives Root Cause/s
Time Frame
SY
2016-17
SY
2017-18
SY 2018-19
School head
utilizes 2-3
days in
administrative
functions
To improve the
instructional
supervision of
the school
head.
DIAGRAM
Teachers
don’t use
appropriate
instructional
materials
Teachers
use chalk-
talk teaching
activities
What’s next?
 The Focus may be used as the
GENERAL OBJECTIVE for the
Improvement Area.
 The Root Cause(s) can be the
reference for the course of action.
NEXTPREVIOUS
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Priority Improvement
Areas
General Objectives Root Cause/s
Time Frame
SY
2016-
17
SY
2017-
18
SY
2018-19
Reading
Comprehension
To improve
the selection
of teaching
strategies in
reading
Lack of teachers’
training in
teaching reading.
No regular
reading practice
in school
Monitoring of
school heads in
teaching reading
Inadequate
reading materials.
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Priority Improvement
Areas
General Objectives Root Cause/s
Time Frame
SY
2016-
17
SY
2017-
18
SY
2018-19
Proficiency of
Grade III
pupils in the
four
fundamental
operations in
Math
To improve
instruction in the
conceptualization
of the four
fundamental
operations
among pupils
Instruction don’t
provide for
conceptualization
Teachers don’t have
training in
conceptualization of
the basic operations
English NAT
MPS is 54%
for SY 2014-
2015
To increase the
English NAT MPS
from 54% to
75%
Reading
comprehension
of the pupils is
very poor
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Priority
Improvement Areas
General Objectives Root Cause/s
Time Frame
SY
2016-
17
SY
2017-
18
SY
2018-19
School head
utilizes 2-3
days in
adminis-
trative
functions
To improve the
instructional
supervision of the
school head.
Teaching strategies
utilized by teachers
don’t facilitate reading
comprehension
development
School Head
observes 1 teacher a
week.
Teachers don’t use
appropriate
instructional materials
Phase 1: ASSESS
(Analysis of PIA)
 What about the GAPS of the
implemented projects in the past?
 What can we do with those GAPS?
Gap Analysis Template
A.
DIVISION
TARGETS
B. SCHOOL PERFORMANCE
B1. Data
Needed
B2. Currently Contributing
B3. Inhibiting
Factors
B4. Projects
Implemented
B5. Groups
that Require
AttentionYes/No Explanation
Example:
Zero
Dropout
1. Dropout
Rate for last 3
School Years
2. Reason
for Dropping
out
NO
Dropout
rate in
the last 3
years has
been
greater
than 2%
Dropout rates
due to:
-Financial
matters
-Health
problems
-Child labor
1. New
strategy in
attendance
monitoring
2. Teacher
counseling
students
Disadvantaged
students
Reading
Compre-
hension
Develop-
ment
1. Phil-IRI
Results for
the last 3 SY
2. Analysis
of Phil-IRI
Results (IR,
InR,
NonReader)
NO
Average
non-readers
of the
school has
been
greater than
10%
Non-Readers
due to:
-Poor practice
-No supp
reading
materials
1. Enhanced
School Reading
Program
2. SBTP on
developing
Reading
Comprehension
of students
Non-
Readers
May serve as objectives.
School Improvement Planning
PLANNING WORKSHEET (Annex 5)
Priority Improvement
Areas
General Objectives Root Cause/s
Time Frame
SY
2016-
17
SY
2017-
18
SY
2018-19
Reading
Comprehension
Development
To improve the
school reading
program
Pupils have irregular
reading practice
No supplementary
reading materials
Phase 1: ASSESS
(Analysis of PIA)
 Listen to the Voice of the learners
and other stakeholders. Consider the
following:
 Non-Planners’ Perspective (Observers)
 Clients (Experience)
 Teachers (Implementers)
Phase 1: ASSESS
 Organize the Project Teams
 Team Leader
 Assistant Team Leader
 Secretary
 Members
 Project Teams shall Take Charge of the
Project Design, Implementation and
Monitoring and Evaluation
SPT Output 3
 Identify Improvement Areas
 Prioritize Improvement Areas (Annex 4)
 Fill-up the Planning Worksheet (Annex 5)
 Walking the Process (Annex 7)
 Trace the Root Cause(s) (Annex 8)
SIP 2010-
2015
Current
School IAs
New
Improvement
Areas
GAPS? Processes?
Prioritization
Goals and
Root Causes
Identification
of Root and
Core
Problems
Causes of
GAPS
Project
Design
Annex 4
Gap
Analysis Annex 8
Annex 5
SY 2010-2015 SY 2016-2019
Project
Team
SIP 2010-
2015
Current
School IAs
New
Improvement
Areas
GAPS? Processes?
Prioritization
Goals and
Root Causes
Identification
of Root and
Core
Problems
Causes of
GAPS
Project
Designs
Annex 4
Gap
Analysis Annex 8
Annex 5
SY 2010-2015 SY 2016-2019
Project
Team
 Formulate Programs, Projects or
Activities (PPAs) for each
improvement areas under:
 ACCESS
 QUALITY
 GOVERNANCE
 These PPAs are CONTRIBUTORS to
the solution of these IAs
Phase 2: PLAN
PPA Design
The Project Team
 Objectives, Problem Statement & Root
Cause
 Budgetary Requirements (Payables,
Purchases)
 Sources of Funds
 Person(s) Responsible
 Schedule of Implementation
After PPA Designing
The Planning Team
 Writing of
 School Operating Budget, (SOB)
 School Improvement Plan (SIP)
 Annual Implementation Plan (AIP)
 Annual Procurement Plan (APP)
 Crafting of the Logframe (M&E Tool)
Phase 2: PLANNING
 Program/Project/Activity Design (Annex 9)
 Assign Programs/Projects/Activities to Project Team
 Determine the Fund Sources (School Operating Budget)
 Write the School Improvement Plan
 Prepare the Annual Implementation Plan (Annex 10)
 Prepare the Annual Procurement Plan
 Prepare the Monitoring and Evaluation Plan
 Develop Project Designs Crucial
Elements/Principles
 Objectives of the Project
 Deliverables
 Success Indicators
 Assumptions are alibis for failures
 Person(s) Responsible
 Monitoring and Evaluation Component
Phase 2: PLANNING
Project Workplan and Budget Matrix (Annex 9)
Project Title: IMPROVING READING SKILLS OF GRADE 2 PUPILS
Pupils have no regular schedule of reading practice in school and at home.
To increase the Independent Readers to 25% and Instructional Readers
by 45%.
Root Cause:
Activity Output
Date of
Implemen-
tation
Person Responsible Budget
Budget
Source
Seminar Workshop
in Explicit Teaching
Strategy in
Developing Reading
Primary teachers trained
in explicit teaching
strategy in developing
reading skill
May
2015
School Principal P6,000.00 MOOE
Phil-IRI Pretest Classification of the
reading skills of
students.
June
2016
Grade II Advisers P100.00 MOOE
Reproduction of
supplementary
reading materials
Supplementary reading
materials for Grade II
non-readers
June
2016
Grade II Advisers P5,000.00 SEF
Developing Reading
Instruction
Progress Chart of
individual pupils in
reading
June to
October
Grade II Advisers
& Pupils
P3,700.00 MOOE
Midyear Reading
Assessment
Individual pupils reading
assessment record
October Grade II Advisers
& Pupils
P150.00 MOOE
TOTAL P14,950.00
Problem Statement:
Project Objective Statement:
Independent Readers and Instructional Readers are at 5%.
Project Title: IMPROVING ENGLISH NAT MPS
Current NAT MPS is at 54% for SY 2014-2015
To increase the English NAT MPS from 54% to 75% for SY 2015-2016
Root Cause:
Activity Output
Date of
Implemen-
tation
Person
Responsible
Budget
Budget
Source
Seminar-workshop of teachers
in developing reading
comprehension skills of the
pupils
Teachers trained in developing reading
comprehension skills of pupils
May 2016 School
Principal
P6,000.00 MOOE
Phil-IRI Pre-Test Classification of the reading proficiency of
the pupils
June 2016 Grade 3 & 6
Advisers
P500.00 MOOE
Formulation of the Class/Grade
Level Reading Program
Class/Grade Level Reading Program June 2016 Grade 3 & 6
Advisers
P1,500.00 MOOE
Reproduction of reading
materials for the Grade 3 and
6 pupils
100 Supplementary reading materials June to
October
Grade 3 & 6
Advisers
P7,500.00 MOOE
Implementation of the
Class/Grade Level Reading
Program
Progress Chart and Status Report of
Reading Program Implementation
June to
October
Grade 3 & 6
Advisers and
Pupils
P150.00 MOOE
Monitoring and Supervision of
the Grade 3 and 6 Class/Grade
Level Reading Program
Observation/Individual Teacher Teaching
Report
June to
October
School
Principal
P500.00 MOOE
Phil-IRI Post-Test Reading Progress and Classification of the
Reading Proficiency of Pupils after the
Class/Grade Level Reading program
October Grade 3 & 6
Advisers and
Pupils
P500.00 MOOE
TOTAL P16,650.00
Problem Statement:
Project Objective Statement:
Poor reading comprehension of pupils and Teaching strategies utilized by
teachers don’t facilitate reading comprehension development
Project Workplan and Budget Matrix (Annex 9)
Project Title: IMPROVING THE INSTRUCTIONAL SUPERVISION OF SCHOOL HEAD
School head utilizes 2-3 days a week for administrative functions.
School head shall utilize at 3 days a week for instructional supervision
Root Cause:
Activity Output
Date of
Implemen
-tation
Person
Responsible
Budget
Budget
Source
Formulate the
Instructional
Supervisory Plan for the
school
Instructional Supervisory
Plan
May
2016
School
Principal
P100.00 MOOE
Observe classes of
three (3) teachers each
week
Individual Teacher’s
Teaching Record
Observation Log/Checklist
June-
Oct
2016
School
Principal
and
Teachers
P150.00 MOOE
Analyze observation
results of teachers’
classes
Analysis of Individual
Teacher’s Teaching Record
June-
Oct
2016
School
Principal
P1,750.00 MOOE
Conference with
identified teachers in
terms of their teaching
record
Minutes of teacher-
principal conference and
agreements
June-
Oct
2016
School
Principal
and
Teachers
P1,750.00 MOOE
TOTAL P3,965.00
Problem Statement:
Project Objective Statement:
Teachers use chalk-talk teaching activities
School Operating Budget
Program/ Projects/ Activities
Source of Funds
Remarks
MOOE SEF IGP PTA DONATIONS
ACCESS
QUALITY
GOVERNANCE
BACK NEXT
Phase 2: PLAN
Writing the School Operating Budget
Program/ Projects/ Activities
Source of Funds
Remarks
MOOE SEF IGP PTA DONATIONS
ACCESS
Pre-Enrolment Campaign
Child Mapping Survey
School Repainting
QUALITY
Teaching-Learning Process
Improved Instructional Supervision P3,965.00
Pupils/Student Outcomes
Improving the English NAT MPS P16,650.00
Improving Reading Skills of Grade II
Pupils
P9,620.00 P5,000.00
GOVERNANCE
School Operations (power, water,
watchman, office supplies)
Community Involvement
TOTAL P30,235.00 P5,000.00
Writing the School Improvement Plan
SCHOOL IMPROVEMENT PLAN
Name of School
SY 2016-2019
I. DepED Vision, Mission and Core Values
(a narrative of the PT’s shared vision of the school’s stakeholders)
II. School’s Current Situation
(a narrative based on the SCDT and SRC)
III. Planning Worksheet
IV. Monitoring and Evaluation
(include a brief description of the Monitoring and Evaluation arrangements in
the implementation of the SIP. Refer to the Check Progress part of the
Guide)
BACK
ANNUAL IMPLEMENTATION PLAN
Refer to Annex 10
 SI Project Title (Project/Program Design)
 Project Objective (General Objective(s))
 Output for the Year (Deliverables)
 Activities (Specific activities in the
Design)
 Person(s) Responsible (Project Team)
 Budget per Activity (refer to Design)
 Budget Source (MOOE, IGP, PTA,
Donations)
BACK
Writing the Annual Implementation Plan
Annual Implementation Plan
School
Improvement
Project Title
Project
Objective
Output for
the Year
Activities
Person(s)
Responsible
Schedule
/ Venue
Budget
per
activity
Budget
Source
Improving
Reading
Skills of
Grade 2
Pupils
To increase the
Independent
Readers to 25%
and
Instructional
Readers by
45%.
25%
Independent
Readers
45%
Instructional
Readers
Seminar Workshop in
Explicit Teaching Strategy
in Developing Reading
Skills
School
Principal
May 2016 P3,000.00 MOOE
Phil-IRI Pretest Grade II
Advisers
June
2016
P750.00 MOOE
Reproduction of
supplementary reading
materials
Grade II
Advisers
June
2016
P5,000.00 MOOE
Developing Reading
Instruction
Grade II
Advisers and
Pupils
June to
October
P4,000.00 MOOE
Midyear Reading
Assessment
Grade II
Advisers and
Pupils
October P1,250.00 MOOE
Improving
the
Instructional
Supervision
of the School
Head
School head
shall utilize at
least three days
a week for
instructional
supervision
School head
utilized three
days a week
for
instructional
supervision
Formulate the Instructional
Supervisory Plan for the
school
School
Principal
May 2016 P100.00 MOOE
Observe classes of three
(3) teachers each week
Principal and
Teachers
June-Oct
2016
P150.00 MOOE
Analyze observation results
of teachers’ classes
School
Principal
June-Oct
2016
P250.00 MOOE
Conference with identified
teachers in terms of their
School
Principal and
June-Oct
2016
P250.00 MOOE
AIP
Annual Implementation Plan
School
Improvement
Project Title
Project Objective
Output for the
Year
Activities
Person(s)
Responsible
Schedule
/ Venue
Budget
per
activity
Budget
Source
IMPROVING
ENGLISH
NAT MPS
To increase the
English NAT MPS
from 54% to
75% for SY
2015-2016
English NAT
MPS at 75%
for SY 2015-
2016
Seminar-workshop of
teachers in developing
reading comprehension
skills of the pupils
School
Principal
May 2016 P6,000.00 MOOE
Phil-IRI Pre-Test Grade 3 & 6
Advisers
June
2016
P500.00 MOOE
Formulation of the
Class/Grade Level
Reading Program
Grade 3 & 6
Advisers
June
2016
P1,500.00 MOOE
Reproduction of reading
materials for the Grade 3
and 6 pupils
Grade 3 & 6
Advisers
June to
October
P7,500.00 MOOE
Implementation of the
Class/Grade Level
Reading Program
Grade 3 & 6
Advisers and
Pupils
June to
October
P150.00 MOOE
Monitoring and
Supervision of the Grade
3 and 6 Class/Grade
Level Reading Program
School
Principal
June to
October
P500.00 MOOE
Phil-IRI Post-Test Grade 3 & 6
Advisers and
Pupils
October P500.00 MOOE
AIP
Annual Procurement Plan
Description Quantity Unit
Unit
Cost
Total
Month (Jan to Dec)
Total
Cost
Source of
FundsQuantity Total
Cost
Twelve split columns for the months.
Final column of the APP
SPT Outputs
 Identify Improvement Areas
 Prioritize Improvement Areas (Annex 4)
 Fill-up the Planning Worksheet (Annex 5)
 Walking the Process (Annex 7)
 Trace the Root Cause(s) (Annex 8)
 Prepare a Program/Project/Activity Workplan
and Budget Matrix (Annex 9)
 Prepare the School Operating Budget
 Write the School Improvement Plan Write
the Annual Implementation Plan (Annex 10)
 Prepare the Annual Procurement Plan
 Consideration before
implementation
 Documentation (pictures, results,
minutes, resolutions, etc)
 Organize Documentation
Committee
Phase 3: ACT
Phase 3: ACT
 Before we ACT,
 Look back on your shared vision of the
students, the school and your
contributions to the vision.
 Will your program designs contribute to
the realization of that vision?
Phase 3: Before ACTing
 Test the Solutions
 Check and analyze testing results to avoid
risks of failures
 Revise if needed.
 Roll Out the Solutions
Sample of Testing a Mechanism
 Explicit Teaching Reading Strategy
 Group of 10 Grade 1 Pupils with the Third
Grading Period
 Section 1 out of 3 sections in the Third
Grading Period
Sample of Testing a
Mechanism
 Counseling of SARDO’s in Grade 1
 Observation of Teachers by SH/MT
 Teaching Strategy/Technique
AFTER TESTING
Project Team should discuss with the
School Planning Team the results/findings
during testing.
When ACTing immediately
ASSESS the implementation
 Check the Progress of the AIP
 MONITORING AND EVALUATION
PLAN
Project Monitoring Report Form
Name of
Project
Project
Objectives and
Targets
Date of
Monitoring
Accomplishment
s/Status to Date
Issues/
Problems/
Challenges
Recommenda
tions/ Action
Points
Signature of
SPT and
Project Team
Leader
Scheduled Dates of Monitoring
Mid-Year: _______________________ Year-End: _______________________
________ To be Filled Up by the Project Team _________ To be
discussed
by SPT and
Project
Team
Everybody, Somebody,
Anybody and Nobody
This is a little story about four people
named Everybody, Somebody, Anybody
and Nobody.
There was an important job to be done
and Everybody was sure that Somebody
would do it.
Anybody could have done it, but
Nobody did it.
Somebody got angry about that
because it was Everybody’s job.
Everybody thought that Anybody could
do it, but Nobody realized that
Everybody wouldn’t do it.
In ended up that Everybody blamed
Somebody when Nobody did what
Anybody could have done.
Importance of School M&E
Activities
 This will provide valuable information to
SDOs, ROs and CO units on the
applicability of the curriculum, learning
materials, and equipments.
Misconceptions about M&E
 M&E is about forms and reports
 Meet the information requirements of
stakeholders
 M&E is EN-M-E (enemy)
 M&E activities are to be undertaken
only by the M&E Unit
Misconceptions about M&E
 M&E is a year round activity
 Gather as much data as we can
 We are already delayed. No more time
for M&E activities
 Everything is going fine
 M&E as an after thought
School Monitoring and Evaluation
Mechanisms
 Monitor – check, watch, observe,
scrutinize, examine
 Evaluation – assessment, appraisal,
valuation
M&E Defined
Monitoring and Evaluation is the systematic
process of gathering, processing,
analyzing, interpreting, and storing of data
and information about the performance,
setting into motion a series of managerial
actions, for the purpose of ascertaining the
realization of set objectives.
M&E Tool in DepED the Basic Education
Sector Transformation Perspective
LOGFRAME (Logical Framework Matrix)
It is a participatory Planning, Monitoring & Evaluation
tool
Its power depends the full range of views of intended
beneficiaries and others who have a stake in the
programme design.
It is a tool for summarizing the key features of a
programme and is best used to help programme
designers and stakeholders
Monitoring and Evaluation Tool
LOGFRAME
Narrative Summary
Objectively Verifiable
Indicators
Means of Verification Important Assumptions
Goal
Higher level objective
to which your project
contributes
Measure of achieving
the goal statement
Authoritative Source
of the Goal Indicator
Risks! Stated in
positive form
Purpose
End of project
objective stated as a
benefit to the target
group
Measures of
achieving the purpose
statement. These are
the success
indicators.
Authoritative Source
of the Purpose
Indicators
Risks! Stated in
positive form
Output
Deliverable (product,
service, etc.) of the
project implementer
Measure of achieving
the output. These are
the targets
Authoritative Source
of the Output
Indicator
Risks! Stated in
positive form
Input
Resources required
by the project
implementer
Measure of required
resources of the
project
Authoritative Source
of the Input Indicator
Risks! Stated in
positive form
Basic Education Sector Transformation (BEST)
Which information
will be checked
when monitoring?
Narrative Summary
Objectively Verifiable
Indicators
Means of Verification
Important
Assumptions
Goal
Purpose
Output
Input
Basic Education Sector Transformation (BEST)
-Training Handouts in
Explicit Reading Instruction
-Supplementary Reading
materials reproduced
-Phil-IRI materials
-Training Funds
-1 set Training Handouts for
each teacher
-95 set of supplementary
reading materials
-95 set of Phil-IRI materials
P3,500.00 training funds
-Published Training
Handouts
-Delivery
Receipt/ARE
-Budget
Documents
Training of Teachers
Developing Reading Program
25 Independent Readers
70 Instructional Readers
Summary of Phil-
IRI Post Test
Grade 2 are independent
or instructional readers
95 Grade 2 pupils either
independent or
instructional readers
Phil-IRI Post Test
Results
Phil-IRI Post Test
Results
Reduction of Grade 2
Non-Readers from 95
to 0
Reduction of Non-
Readers in Grade 2
Monitoring and Evaluation Tool
LOGFRAME
Monitoring and Evaluation Tool
LOGFRAME
Narrative Summary Objectively Verifiable Indicators
Means of
Verification
Important
Assumptions
Goal
Improving English NAT MPS NAT 2016 English MPS NAT 2016
Purpose
To increase the English NAT
MPS from 54% to 75% for SY
2015-2016
NAT MPS of 75% NETRC NAT
2016
Outputs
Seminar-workshop of teachers
in developing reading
comprehension skills of the
pupils
Teachers trained in developing
reading comprehension skills of
pupils
Attendance List
Phil-IRI Pre-Test Conducted Classification of the reading
proficiency of the pupils
Phil-IRI Test
Results
Basic Education Sector Transformation (BEST)
Narrative Summary Objectively Verifiable Indicators Means of Verification
Important
Assumptions
Outputs
Formulation of the
Class/Grade Level
Reading Program
Class/Grade Level Reading
Program
Copies of Class/Grade
Level Reading Program
Reproduction of reading
materials for the Grade 3
and 6 pupils
100 Supplementary
reading materials
Utilization of the
Supplementary
Reading Materials
Implementation of the
Class/Grade Level
Reading Program
Progress Chart and Status
Report of Reading
Program Implementation
Positive
increment/increase of
reading results of the
Grade 3 and Grade 6
pupils
Monitoring and
Supervision of the Grade
3 and 6 Class/Grade
Level Reading Program
Observation/Individual
Teacher Teaching Report
Record of manifested
developing reading
comprehension
strategies by teachers
Phil-IRI Post-Test Reading Progress and
Classification of the
Reading Proficiency of
Progress Chart of
Reading Proficiency of
Grade 3 & 6 pupils
Basic Education Sector Transformation (BEST)
Narrative Summary Objectively Verifiable Indicators Means of Verification
Important
Assumptions
Inputs
1. Training
Handouts in
Developing
Reading
Strategy
2.
Supplementary
Reading
materials
reproduced
3. Phil-IRI
materials
4. Training
Funds
-1 set Training Handouts
for each teacher
-100 set of supplementary
reading materials
-100 set of Phil-IRI
materials
P6,000.00 training funds
-Published Training
Handouts
-Delivery
Receipt/ARE
-Budget Documents
Basic Education Sector Transformation (BEST)
Monitoring and Evaluation Tool
LOGFRAME
Narrative Summary
Objectively Verifiable
Indicators
Means of Verification
Important
Assumptions
Goal
Improving the
Instructional Supervision
of the School Head
Instructional
Supervisory Plan
Crafted and
Implemented
ISP
ITTPR
Minutes of Teacher-
School Head
Conference
Purpose
School head to utilize 2-
3 days a week for
Instructional Supervision
ISP
Implementation
Record
ISP Observation/
Checklist
ITTPR
Output
Formulate the
Instructional Supervisory
Plan for the school
Instructional
Supervisory Plan
Approved ISP of the
School
Basic Education Sector Transformation (BEST)
Narrative Summary
Objectively Verifiable
Indicators
Means of Verification
Important
Assumptions
Output
Observe classes of three
(3) teachers each week
Individual Teacher’s
Teaching Record
Observation
Log/Checklist
Observation
Records
ITTPR
Analyze observation
results of teachers’
classes
Analysis of
Individual Teacher’s
Teaching Record
1. Minutes of
conference with
observed teachers
2. Record of
Technical
Assistance given to
observed teachers
Conference with
identified teachers in
terms of their teaching
record
Minutes of teacher-
principal conference
and agreements
Minutes of
conference with
observed teachers
Basic Education Sector Transformation (BEST)
SPT Outcome 4
 Prepare a LogFrame for your
Program/Project/Activity designed
Reminders for SPT – If you have
some queries, read DO 44 s. 2015
or text 0927-717-6016
To be submitted to SDO
 SIP 2016-2019
Attachments:
 School Community Data (Annex 1A)
 School Report Card (Annex 12A or Annex 12B)
 Categorized Prioritized Improvement Areas (Annex 4)
 Planning Worksheet (Annex 5)
 Project Workplan and Budget Matrix (Annex 9)
 School Operating Budget
 LogFrame
 Annual Implementation Plan (AIP 2016-2017)
 Annual Procurement Plan (CY 2016)
 Submission Period – February 15-19, 2016
For more information, read DO 44 S. 2015 or
text/call at 0927-717-6016
Submission Week
February 15-19, 2016
Thank You!
May God bless you on your way home.
SGOD Training Team

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School Improvement Plan

  • 1. School Improvement Plan (SIP) 2016-2019 and Monitoring & Evaluation (M&E) Tool Formulation Seminar Workshop WELCOME Batch 15
  • 2. Why craft the School Improvement Plan? It is required by LAW. It is envisioned to create an environment of collaboration.
  • 3. Legal Basis  Republic Act 9155 – Governance of Basic Education Act of 2001 (Section 6.2.4)  The School Head shall have authority, accountability and responsibility in “Developing the School Education Program and School Improvement Plan”
  • 4. Legal Basis  Republic Act 9184 – Procurement Law (Article II Section 7) “… No government procurement shall be undertaken unless it is in accordance with the approved Annual Procurement Plan of the Procuring Entity..”
  • 5. Legal Basis  DO No. 44 s. 2015 – School Improvement Planning Guidebook
  • 6. School Improvement Plan A 3-year roadmap of interventions for the school To be undertaken with the help of the community and stakeholders.
  • 7. School Improvement Plan It is formulated based on evidences, results and intended for the learners. A requirement of the School Based Management (SBM). Prepared by the School- Community Planning Team (SPT).
  • 8. School Improvement Plan A basis for the Annual Implementation Plan (AIP). A basis for the Annual Procurement Plan (APP).
  • 9. STEP 1: Collecting, Organizing, & Analyzing School Data STEP 2: Identifying Core Values, Crafting the School’s Vision, Mission STEP 3: Determining School Goals & Objectives STEP 4: Formulating the 3-year and Annual Implementation Plans STEP 5: Formulating Monitoring & Evaluation Plan STEP 6: Writing the SIP STEP 7: Communicati ng the SIP Plan Implementation SIP Planning Cycle
  • 11. SIP Content (Previous Version) 1. ACCESS 2. QUALITY AND RELEVANCE 3. MANAGEMENT OF EDUCATIONAL SERVICES 4. PERFORMANCE INDICATORS
  • 12. SIP Content (New Version) 1. ACCESS 2. QUALITY 3. GOVERNANCE
  • 13. ACCESS –Every Filipino has access to complete basic education  Are the school-age children of the community in school?  If not, what are the issues, problems, or challenges in school?
  • 14. ACCESS –Every Filipino has access to complete basic education  What are the causes of the children dropping out? Is there anything that the school can do about it?  Transition  Grade 6 to Grade 7  Grade 10 to Grade 11 (SHS)
  • 15. QUALITY – Every graduate is prepared for further education and the world of work  Quality vs Number of Graduates  NAT Mean Percentage Scores  Reading Proficiency of Students  Numeracy Levels of Students  Instructional Supervision
  • 16. QUALITY - Every graduate is prepared for further education and the world of work  How do learners learn? (NAT Results)  How do teachers teach? (RPMS Indicators)  How do school head manages and supervises the school? (RPMS Indicators)
  • 17. GOVERNANCE – Effective, transparent, and collaborative governance of basic education  School Based Management  Child Friendly School System  Stakeholders’ Participation in School PPAs  Learner-Teacher Ratio  Learner-Classroom Ratio  Learner-Toilet Ratio  Learner-Seat Ratio
  • 18. Preparatory Activities 1. Gather and Organize Necessary Data  DM 223 s 2015 Requirements from Participants 2. Form the School Planning Team  DRRMC and Child Protection Committee 3. Convene the School Planning Team for Orientation, Vision Sharing and Scheduling
  • 19. SPT Preparatory Activity 1. Run through of School Data Gathering Forms BACK 2. Identify the improvement areas of the school (PAST) Unsolved problems of the school (PRESENT) New problems of the school 3. Vision sharing of the SPT 4. SPT Schedule/Timeline
  • 20. Expected Outputs:  Available Data and Its Source(s)  Vision Sharing of Planning Team  Planning Team Schedule
  • 21. Workshop 1 – Activity 1a Run through of School Data Gathering Forms Sources of Data School-Community Data (Annex 1A) 45/17 Child Mapping (Annex 1B) 63 Child Friendly School Survey (Annex 2A) 65 Child Protection Policy Implementation Checklist (Annex 2B) 77 School Hazard Mapping (Annex 2C) 79 SRC Summary (Annex 11) BACK
  • 22. What is the use of these data collected?  Evidence for improvement  Areas that do not meet standards  Lacking requirements of the school  Gaps may be the aim for improvements or innovations
  • 23. Workshop Vision Sharing of Planning Team Planning Team’s UNDERSTANDING of DepED’s  Vision  Mission  Core Values NEXT ACTIVITY
  • 24. DepED’s Vision We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders. BACK How should the students be trained if we envision them to have these virtues? 1. Passionately love the country, 2. Realized their full potential, 3. Contributing meaningfully to building the nation How can our school continuously improve?
  • 25. DepED’s Mission To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: • Students learn in a child-friendly, gender- sensitive, safe and motivating environment; • Teachers facilitate learning and constantly nurture every learner; • Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen; • Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners. BACK How can the school facilitate for the realization of this mission? How can our school personnel realize this mission? How can the community be actively involved for the realization of this mission?
  • 26. DepED’s Core Values Maka-Diyos, Makatao Makakalikasan Makabansa BACK What can you contribute to make this core values become the virtue of our students? What values should the school personnel and stakeholders possess?
  • 27. SPT Output 2 Planning Team’s Timeline Activities Date Remarks Preparatory Activity Gathering and Organization of Data Jan 12 Organize the School Planning Team (SPT) Jan 12 SPT Orientation and Vision Sharing Jan 28-30 PHASE 1 – ASSESS Feb to March PHASE 2 – PLAN April PHASE 3 - ACT Depend on the projects for implementation
  • 28. As soon as the School Planning Team got the needed data, it is now time to for the first step of the SIP Planning Cycle. ASSESS
  • 29. Phase 1: ASSESS  Identify/Review Improvement Areas  Use the results of the Preparatory Activity  Check school’s current SIP for IA’s  What are the IA’s in the current SIP?  List down some Improvement Areas
  • 30. Activity 3. List down three Improvement Areas under each category. ACCESS QUALITY GOVERNANCE ACCESS –Every Filipino has access to complete basic education QUALITY - Every graduate is prepared for further education and the world of work GOVERNANCE – Effective, transparent, and collaborative governance of basic education
  • 31. Phase 1: ASSESS (Analysis of Previous & Current IAs)  Analyze the Improvement Areas  What IAs in the previous SIP were successfully implemented? Not successfully implemented? Why?  Use the GAP ANALYSIS TEMPLATE in Annex 3
  • 32. Gap Analysis Template A. DIVISION TARGETS B. SCHOOL PERFORMANCE B1. Data Needed B2. Currently Contributing B3. Inhibiting Factors B4. Projects Implemented B5. Groups that Require AttentionYes/No Explanation Example: Zero Dropout 1. Dropout Rate for last 3 School Years 2. Reason for Dropping out NO Dropout rate in the last 3 years has been greater than 2% Dropout rates due to: -Financial matters -Health problems -Child labor 1. New strategy in attendance monitoring 2. Teacher counseling students Dis- advantaged students Reading Compre- hension Develop- ment 1. Phil-IRI Results for the last 3 SY 2. Analysis of Phil-IRI Results (IR, InR, NonReader) NO Average non-readers of the school has been greater than 10% -Reading practice -Supple- mental reading materials 1. Enhanced School Reading Program 2. SBTP on developing Reading Comprehension of students Non- Readers WHERE IS THE GAP? ANY GAP? ! !
  • 33.  The GAP is a prospect for improvement  The GAP could be a school process or a part of a school process.
  • 34. Phase 1: ASSESS (Analysis-School Processes)  Analyze the School Processes  How do the teachers teach?  How are the students assessed?  How are the assessment utilized?  How do the principal observe classes?  How do the students learn?  Prioritize the Improvement Areas  Use Annex 4: Identifying Priority Improvement areas
  • 35. Phase 1: ASSESS Identifying Priority Improvement Areas (Annex 4) Improvement Area Strategic Importance Urgency Magnitude Feasibility Ave Interpretation
  • 36. Rubric in Identifying Priority Improvement Areas Criteria Description Scale Strategic Importance The number of other areas that will benefit when the improvement area is addressed 5 – Very High 4 – High 3 – Moderate 2 – Low 1 – Very Low Urgency The urgency or need to improve the area as soon as possible Magnitude The number of learners that will benefit when the improvement area is addressed Feasibility The degree to which the improvement area is within the school’s mandate and control
  • 37. Improvement Area Strategic Importance Urgency Magnitude Feasibility Average Interpretation Reading comprehension Lack of professional development High dropout Low intake of 5 year old children in kindergarten 5 2 2 3 5 3 5 3 3 3 4 4 5 5 4 4 4.5 3.25 3.75 3.5 Very High Moderate Priority High Priority High Priority 1 2 3 4 Phase 1: ASSESS Prioritization of Improvement Areas (Annex 4)
  • 38. School Improvement Planning PLANNING WORKSHEET (Annex 5) Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016- 17 SY 2017- 18 SY 2018- 19 1. Reading Comprehension 2. High dropout 3. Low intake of 5 year old children in kindergarten 4. Lack of professional development ? ? ? ? ? ? ? ?
  • 39. Walking School Processes  Example: Developing Reading Proficiency PLAN THE LESSON EXECUTE THE LESSON PLAN EVALUATE THE LESSON PLAN EXECUTION DIAGNOSE PUPILS’ READING SKILL LEVELS APPROPRIATE STRATEGY
  • 40. Trace the Problem Cause PLAN THE LESSON EXECUTE THE LESSON PLAN EVALUATE THE LESSON PLAN EXECUTION DIAGNOSE PUPILS’ READING SKILL LEVELS APPROPRIATE STRATEGY1. What is the result? 2. How was the diagnosis conducted? 3. What strategy was used? 4. Is it appropriate? 1. Is the plan appropriate? 2. Is the plan complete? 3. Is the plan adequate? 4. Is it SMART? 1. Is the execution appropriate? 2. Are the materials used appropriate and adequate? 3. Did the execution follow the plan? 1. Is the evaluation appropriate for the lesson taught? 2. How is the result analyzed? 3. How is the analysis utilized? 1. Is the teacher adept with such strategy? NEXT
  • 41. Phase 1: ASSESS (Analysis-Focus Selection)  Select Area of Focus  Diagnosis of Pupils Reading Skill Levels  Lesson Planning  Lesson Plan Execution or Instruction  Lesson Taught Evaluation  Strategy Selection and Adoption NEXTBACK
  • 42. Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016- 17 SY 2017- 18 SY 2018-19 Reading Comprehension To improve the selection of teaching strategies in reading ? School Improvement Planning PLANNING WORKSHEET (Annex 5)
  • 43. Phase 1: ASSESS (Analysis – Finding the Causes)  Do Root Cause Analysis  Fish Bone Diagram  Why-Why Diagram  Problem Tree Approach  Streams Analysis NEXT
  • 44. Fish Bone Diagram Poor Reading Comprehension of Pupils People Procedures Equipments Materials Teachers School Head Pupils Parents Audio-visual Reading Laboratory Supplementary Reading Materials Reading Materials Reading Schedule Reading Assessment Material Remedial Reading Reading Assessment Lack of Training Practice Awareness Monitoring Incomplete or Lacking Non-existent Inappropriate Inadequate Inadequate or Non-existent Regular Schedule Regular Schedule NEXT Which is the most direct cause?
  • 45. Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016-17 SY 2017-18 SY 2018-19 Reading Compre- hension To improve the selection of teaching strategies in reading Lack of teachers’ training in teaching reading. No regular reading practice in school Monitoring of school heads in teaching reading Inadequate reading materials. School Improvement Planning PLANNING WORKSHEET (Annex 5)
  • 46. Why-Why Diagram Why do pupils cannot perform satisfactorily the four fundamental operations? Why do pupils lack practice? Why do pupils lack interest? Because pupils lack practice Because pupils have no time? Because pupils lack interest? Why do pupils have no time to practice? Because pupils cannot conceptualize the operations Why pupils cannot conceptualize an operations? Because instruction don’t provide for conceptualization Why instruction don’t provide for conceptualization? Why teachers lack training? Because teachers lack training? Because of limited class interaction? Because the SBTP don’t provide such training. Why there is limited class interaction? Because of class disruptions. NEXT WORKSHEET
  • 47. Focus?  Pupils’ lack of practice  Pupils conceptualization of the four fundamental operations  Pupils’ lack of time for practice  Pupils’ lack of interest in practicing  Instruction that provides for conceptualization of the basic operations Which is the most direct cause?
  • 48. Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016- 17 SY 2017- 18 SY 2018- 19 Proficiency of Grade III pupils in the four fundamental operations in Math To improve instruction in the conceptualization of the four fundamental operations among pupils DIAGRAM Instruction don’t provide for conceptualization Teachers don’t have training in conceptualization School Improvement Planning PLANNING WORKSHEET (Annex 5)
  • 49. Problem Tree English NAT MPS is 54% for SY 2014-2015 Reading Comprehension of Pupils is very poor Teaching Strategies employed by teachers don’t facilitate reading comprehension development Pupils don’t practice reading. Which is the Root Problem? Lack of appropriate reading materials Teachers lack training in reading comprehension development strategies Teacher-Pupil contact time is very limited No appropriate reading materials issued to the school from IMDC.
  • 50. School Improvement Planning PLANNING WORKSHEET (Annex 5) Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016-17 SY 2017-18 SY 2018-19 English NAT MPS is 54% for SY 2014- 2015 To increase the English NAT MPS from 54% to 75% DIAGRAM Reading comprehension of the pupils is very poor Teaching strategies utilized by teachers don’t facilitate reading comprehension development
  • 51. Streams Analysis QUALITY GOVERNANCE 78% Promotion Rate Teachers use chalk-talk teaching activity School Head observes one teacher a week Poor Reading Comprehension of Pupils Teachers don’t use appropriate teaching strategies Instructional supervision is limited to lesson plan checking. School Head utilizes 2- 3 days in administrative functions. Which is the Root Problem? Which is the Core Problem? 3 3 2 4 3 1 0 0 1 1 2 2 5 6
  • 52. School Improvement Planning PLANNING WORKSHEET (Annex 5) Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016-17 SY 2017-18 SY 2018-19 School head utilizes 2-3 days in administrative functions To improve the instructional supervision of the school head. DIAGRAM Teachers don’t use appropriate instructional materials Teachers use chalk- talk teaching activities
  • 53. What’s next?  The Focus may be used as the GENERAL OBJECTIVE for the Improvement Area.  The Root Cause(s) can be the reference for the course of action. NEXTPREVIOUS
  • 54. School Improvement Planning PLANNING WORKSHEET (Annex 5) Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016- 17 SY 2017- 18 SY 2018-19 Reading Comprehension To improve the selection of teaching strategies in reading Lack of teachers’ training in teaching reading. No regular reading practice in school Monitoring of school heads in teaching reading Inadequate reading materials.
  • 55. School Improvement Planning PLANNING WORKSHEET (Annex 5) Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016- 17 SY 2017- 18 SY 2018-19 Proficiency of Grade III pupils in the four fundamental operations in Math To improve instruction in the conceptualization of the four fundamental operations among pupils Instruction don’t provide for conceptualization Teachers don’t have training in conceptualization of the basic operations English NAT MPS is 54% for SY 2014- 2015 To increase the English NAT MPS from 54% to 75% Reading comprehension of the pupils is very poor
  • 56. School Improvement Planning PLANNING WORKSHEET (Annex 5) Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016- 17 SY 2017- 18 SY 2018-19 School head utilizes 2-3 days in adminis- trative functions To improve the instructional supervision of the school head. Teaching strategies utilized by teachers don’t facilitate reading comprehension development School Head observes 1 teacher a week. Teachers don’t use appropriate instructional materials
  • 57. Phase 1: ASSESS (Analysis of PIA)  What about the GAPS of the implemented projects in the past?  What can we do with those GAPS?
  • 58. Gap Analysis Template A. DIVISION TARGETS B. SCHOOL PERFORMANCE B1. Data Needed B2. Currently Contributing B3. Inhibiting Factors B4. Projects Implemented B5. Groups that Require AttentionYes/No Explanation Example: Zero Dropout 1. Dropout Rate for last 3 School Years 2. Reason for Dropping out NO Dropout rate in the last 3 years has been greater than 2% Dropout rates due to: -Financial matters -Health problems -Child labor 1. New strategy in attendance monitoring 2. Teacher counseling students Disadvantaged students Reading Compre- hension Develop- ment 1. Phil-IRI Results for the last 3 SY 2. Analysis of Phil-IRI Results (IR, InR, NonReader) NO Average non-readers of the school has been greater than 10% Non-Readers due to: -Poor practice -No supp reading materials 1. Enhanced School Reading Program 2. SBTP on developing Reading Comprehension of students Non- Readers May serve as objectives.
  • 59. School Improvement Planning PLANNING WORKSHEET (Annex 5) Priority Improvement Areas General Objectives Root Cause/s Time Frame SY 2016- 17 SY 2017- 18 SY 2018-19 Reading Comprehension Development To improve the school reading program Pupils have irregular reading practice No supplementary reading materials
  • 60. Phase 1: ASSESS (Analysis of PIA)  Listen to the Voice of the learners and other stakeholders. Consider the following:  Non-Planners’ Perspective (Observers)  Clients (Experience)  Teachers (Implementers)
  • 61. Phase 1: ASSESS  Organize the Project Teams  Team Leader  Assistant Team Leader  Secretary  Members  Project Teams shall Take Charge of the Project Design, Implementation and Monitoring and Evaluation
  • 62. SPT Output 3  Identify Improvement Areas  Prioritize Improvement Areas (Annex 4)  Fill-up the Planning Worksheet (Annex 5)  Walking the Process (Annex 7)  Trace the Root Cause(s) (Annex 8)
  • 63. SIP 2010- 2015 Current School IAs New Improvement Areas GAPS? Processes? Prioritization Goals and Root Causes Identification of Root and Core Problems Causes of GAPS Project Design Annex 4 Gap Analysis Annex 8 Annex 5 SY 2010-2015 SY 2016-2019 Project Team
  • 64. SIP 2010- 2015 Current School IAs New Improvement Areas GAPS? Processes? Prioritization Goals and Root Causes Identification of Root and Core Problems Causes of GAPS Project Designs Annex 4 Gap Analysis Annex 8 Annex 5 SY 2010-2015 SY 2016-2019 Project Team
  • 65.  Formulate Programs, Projects or Activities (PPAs) for each improvement areas under:  ACCESS  QUALITY  GOVERNANCE  These PPAs are CONTRIBUTORS to the solution of these IAs Phase 2: PLAN
  • 66. PPA Design The Project Team  Objectives, Problem Statement & Root Cause  Budgetary Requirements (Payables, Purchases)  Sources of Funds  Person(s) Responsible  Schedule of Implementation
  • 67. After PPA Designing The Planning Team  Writing of  School Operating Budget, (SOB)  School Improvement Plan (SIP)  Annual Implementation Plan (AIP)  Annual Procurement Plan (APP)  Crafting of the Logframe (M&E Tool)
  • 68. Phase 2: PLANNING  Program/Project/Activity Design (Annex 9)  Assign Programs/Projects/Activities to Project Team  Determine the Fund Sources (School Operating Budget)  Write the School Improvement Plan  Prepare the Annual Implementation Plan (Annex 10)  Prepare the Annual Procurement Plan  Prepare the Monitoring and Evaluation Plan
  • 69.  Develop Project Designs Crucial Elements/Principles  Objectives of the Project  Deliverables  Success Indicators  Assumptions are alibis for failures  Person(s) Responsible  Monitoring and Evaluation Component Phase 2: PLANNING
  • 70. Project Workplan and Budget Matrix (Annex 9) Project Title: IMPROVING READING SKILLS OF GRADE 2 PUPILS Pupils have no regular schedule of reading practice in school and at home. To increase the Independent Readers to 25% and Instructional Readers by 45%. Root Cause: Activity Output Date of Implemen- tation Person Responsible Budget Budget Source Seminar Workshop in Explicit Teaching Strategy in Developing Reading Primary teachers trained in explicit teaching strategy in developing reading skill May 2015 School Principal P6,000.00 MOOE Phil-IRI Pretest Classification of the reading skills of students. June 2016 Grade II Advisers P100.00 MOOE Reproduction of supplementary reading materials Supplementary reading materials for Grade II non-readers June 2016 Grade II Advisers P5,000.00 SEF Developing Reading Instruction Progress Chart of individual pupils in reading June to October Grade II Advisers & Pupils P3,700.00 MOOE Midyear Reading Assessment Individual pupils reading assessment record October Grade II Advisers & Pupils P150.00 MOOE TOTAL P14,950.00 Problem Statement: Project Objective Statement: Independent Readers and Instructional Readers are at 5%.
  • 71. Project Title: IMPROVING ENGLISH NAT MPS Current NAT MPS is at 54% for SY 2014-2015 To increase the English NAT MPS from 54% to 75% for SY 2015-2016 Root Cause: Activity Output Date of Implemen- tation Person Responsible Budget Budget Source Seminar-workshop of teachers in developing reading comprehension skills of the pupils Teachers trained in developing reading comprehension skills of pupils May 2016 School Principal P6,000.00 MOOE Phil-IRI Pre-Test Classification of the reading proficiency of the pupils June 2016 Grade 3 & 6 Advisers P500.00 MOOE Formulation of the Class/Grade Level Reading Program Class/Grade Level Reading Program June 2016 Grade 3 & 6 Advisers P1,500.00 MOOE Reproduction of reading materials for the Grade 3 and 6 pupils 100 Supplementary reading materials June to October Grade 3 & 6 Advisers P7,500.00 MOOE Implementation of the Class/Grade Level Reading Program Progress Chart and Status Report of Reading Program Implementation June to October Grade 3 & 6 Advisers and Pupils P150.00 MOOE Monitoring and Supervision of the Grade 3 and 6 Class/Grade Level Reading Program Observation/Individual Teacher Teaching Report June to October School Principal P500.00 MOOE Phil-IRI Post-Test Reading Progress and Classification of the Reading Proficiency of Pupils after the Class/Grade Level Reading program October Grade 3 & 6 Advisers and Pupils P500.00 MOOE TOTAL P16,650.00 Problem Statement: Project Objective Statement: Poor reading comprehension of pupils and Teaching strategies utilized by teachers don’t facilitate reading comprehension development
  • 72. Project Workplan and Budget Matrix (Annex 9) Project Title: IMPROVING THE INSTRUCTIONAL SUPERVISION OF SCHOOL HEAD School head utilizes 2-3 days a week for administrative functions. School head shall utilize at 3 days a week for instructional supervision Root Cause: Activity Output Date of Implemen -tation Person Responsible Budget Budget Source Formulate the Instructional Supervisory Plan for the school Instructional Supervisory Plan May 2016 School Principal P100.00 MOOE Observe classes of three (3) teachers each week Individual Teacher’s Teaching Record Observation Log/Checklist June- Oct 2016 School Principal and Teachers P150.00 MOOE Analyze observation results of teachers’ classes Analysis of Individual Teacher’s Teaching Record June- Oct 2016 School Principal P1,750.00 MOOE Conference with identified teachers in terms of their teaching record Minutes of teacher- principal conference and agreements June- Oct 2016 School Principal and Teachers P1,750.00 MOOE TOTAL P3,965.00 Problem Statement: Project Objective Statement: Teachers use chalk-talk teaching activities
  • 73. School Operating Budget Program/ Projects/ Activities Source of Funds Remarks MOOE SEF IGP PTA DONATIONS ACCESS QUALITY GOVERNANCE BACK NEXT
  • 74. Phase 2: PLAN Writing the School Operating Budget Program/ Projects/ Activities Source of Funds Remarks MOOE SEF IGP PTA DONATIONS ACCESS Pre-Enrolment Campaign Child Mapping Survey School Repainting QUALITY Teaching-Learning Process Improved Instructional Supervision P3,965.00 Pupils/Student Outcomes Improving the English NAT MPS P16,650.00 Improving Reading Skills of Grade II Pupils P9,620.00 P5,000.00 GOVERNANCE School Operations (power, water, watchman, office supplies) Community Involvement TOTAL P30,235.00 P5,000.00
  • 75. Writing the School Improvement Plan SCHOOL IMPROVEMENT PLAN Name of School SY 2016-2019 I. DepED Vision, Mission and Core Values (a narrative of the PT’s shared vision of the school’s stakeholders) II. School’s Current Situation (a narrative based on the SCDT and SRC) III. Planning Worksheet IV. Monitoring and Evaluation (include a brief description of the Monitoring and Evaluation arrangements in the implementation of the SIP. Refer to the Check Progress part of the Guide) BACK
  • 76. ANNUAL IMPLEMENTATION PLAN Refer to Annex 10  SI Project Title (Project/Program Design)  Project Objective (General Objective(s))  Output for the Year (Deliverables)  Activities (Specific activities in the Design)  Person(s) Responsible (Project Team)  Budget per Activity (refer to Design)  Budget Source (MOOE, IGP, PTA, Donations) BACK Writing the Annual Implementation Plan
  • 77. Annual Implementation Plan School Improvement Project Title Project Objective Output for the Year Activities Person(s) Responsible Schedule / Venue Budget per activity Budget Source Improving Reading Skills of Grade 2 Pupils To increase the Independent Readers to 25% and Instructional Readers by 45%. 25% Independent Readers 45% Instructional Readers Seminar Workshop in Explicit Teaching Strategy in Developing Reading Skills School Principal May 2016 P3,000.00 MOOE Phil-IRI Pretest Grade II Advisers June 2016 P750.00 MOOE Reproduction of supplementary reading materials Grade II Advisers June 2016 P5,000.00 MOOE Developing Reading Instruction Grade II Advisers and Pupils June to October P4,000.00 MOOE Midyear Reading Assessment Grade II Advisers and Pupils October P1,250.00 MOOE Improving the Instructional Supervision of the School Head School head shall utilize at least three days a week for instructional supervision School head utilized three days a week for instructional supervision Formulate the Instructional Supervisory Plan for the school School Principal May 2016 P100.00 MOOE Observe classes of three (3) teachers each week Principal and Teachers June-Oct 2016 P150.00 MOOE Analyze observation results of teachers’ classes School Principal June-Oct 2016 P250.00 MOOE Conference with identified teachers in terms of their School Principal and June-Oct 2016 P250.00 MOOE AIP
  • 78. Annual Implementation Plan School Improvement Project Title Project Objective Output for the Year Activities Person(s) Responsible Schedule / Venue Budget per activity Budget Source IMPROVING ENGLISH NAT MPS To increase the English NAT MPS from 54% to 75% for SY 2015-2016 English NAT MPS at 75% for SY 2015- 2016 Seminar-workshop of teachers in developing reading comprehension skills of the pupils School Principal May 2016 P6,000.00 MOOE Phil-IRI Pre-Test Grade 3 & 6 Advisers June 2016 P500.00 MOOE Formulation of the Class/Grade Level Reading Program Grade 3 & 6 Advisers June 2016 P1,500.00 MOOE Reproduction of reading materials for the Grade 3 and 6 pupils Grade 3 & 6 Advisers June to October P7,500.00 MOOE Implementation of the Class/Grade Level Reading Program Grade 3 & 6 Advisers and Pupils June to October P150.00 MOOE Monitoring and Supervision of the Grade 3 and 6 Class/Grade Level Reading Program School Principal June to October P500.00 MOOE Phil-IRI Post-Test Grade 3 & 6 Advisers and Pupils October P500.00 MOOE AIP
  • 79. Annual Procurement Plan Description Quantity Unit Unit Cost Total Month (Jan to Dec) Total Cost Source of FundsQuantity Total Cost Twelve split columns for the months. Final column of the APP
  • 80. SPT Outputs  Identify Improvement Areas  Prioritize Improvement Areas (Annex 4)  Fill-up the Planning Worksheet (Annex 5)  Walking the Process (Annex 7)  Trace the Root Cause(s) (Annex 8)  Prepare a Program/Project/Activity Workplan and Budget Matrix (Annex 9)  Prepare the School Operating Budget  Write the School Improvement Plan Write the Annual Implementation Plan (Annex 10)  Prepare the Annual Procurement Plan
  • 81.  Consideration before implementation  Documentation (pictures, results, minutes, resolutions, etc)  Organize Documentation Committee Phase 3: ACT
  • 82. Phase 3: ACT  Before we ACT,  Look back on your shared vision of the students, the school and your contributions to the vision.  Will your program designs contribute to the realization of that vision?
  • 83. Phase 3: Before ACTing  Test the Solutions  Check and analyze testing results to avoid risks of failures  Revise if needed.  Roll Out the Solutions
  • 84. Sample of Testing a Mechanism  Explicit Teaching Reading Strategy  Group of 10 Grade 1 Pupils with the Third Grading Period  Section 1 out of 3 sections in the Third Grading Period
  • 85. Sample of Testing a Mechanism  Counseling of SARDO’s in Grade 1  Observation of Teachers by SH/MT  Teaching Strategy/Technique AFTER TESTING Project Team should discuss with the School Planning Team the results/findings during testing.
  • 86. When ACTing immediately ASSESS the implementation  Check the Progress of the AIP  MONITORING AND EVALUATION PLAN
  • 87. Project Monitoring Report Form Name of Project Project Objectives and Targets Date of Monitoring Accomplishment s/Status to Date Issues/ Problems/ Challenges Recommenda tions/ Action Points Signature of SPT and Project Team Leader Scheduled Dates of Monitoring Mid-Year: _______________________ Year-End: _______________________ ________ To be Filled Up by the Project Team _________ To be discussed by SPT and Project Team
  • 88. Everybody, Somebody, Anybody and Nobody This is a little story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it.
  • 89. Somebody got angry about that because it was Everybody’s job. Everybody thought that Anybody could do it, but Nobody realized that Everybody wouldn’t do it. In ended up that Everybody blamed Somebody when Nobody did what Anybody could have done.
  • 90. Importance of School M&E Activities  This will provide valuable information to SDOs, ROs and CO units on the applicability of the curriculum, learning materials, and equipments.
  • 91. Misconceptions about M&E  M&E is about forms and reports  Meet the information requirements of stakeholders  M&E is EN-M-E (enemy)  M&E activities are to be undertaken only by the M&E Unit
  • 92. Misconceptions about M&E  M&E is a year round activity  Gather as much data as we can  We are already delayed. No more time for M&E activities  Everything is going fine  M&E as an after thought
  • 93. School Monitoring and Evaluation Mechanisms  Monitor – check, watch, observe, scrutinize, examine  Evaluation – assessment, appraisal, valuation
  • 94. M&E Defined Monitoring and Evaluation is the systematic process of gathering, processing, analyzing, interpreting, and storing of data and information about the performance, setting into motion a series of managerial actions, for the purpose of ascertaining the realization of set objectives.
  • 95. M&E Tool in DepED the Basic Education Sector Transformation Perspective LOGFRAME (Logical Framework Matrix) It is a participatory Planning, Monitoring & Evaluation tool Its power depends the full range of views of intended beneficiaries and others who have a stake in the programme design. It is a tool for summarizing the key features of a programme and is best used to help programme designers and stakeholders
  • 96. Monitoring and Evaluation Tool LOGFRAME Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions Goal Higher level objective to which your project contributes Measure of achieving the goal statement Authoritative Source of the Goal Indicator Risks! Stated in positive form Purpose End of project objective stated as a benefit to the target group Measures of achieving the purpose statement. These are the success indicators. Authoritative Source of the Purpose Indicators Risks! Stated in positive form Output Deliverable (product, service, etc.) of the project implementer Measure of achieving the output. These are the targets Authoritative Source of the Output Indicator Risks! Stated in positive form Input Resources required by the project implementer Measure of required resources of the project Authoritative Source of the Input Indicator Risks! Stated in positive form Basic Education Sector Transformation (BEST) Which information will be checked when monitoring?
  • 97. Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions Goal Purpose Output Input Basic Education Sector Transformation (BEST) -Training Handouts in Explicit Reading Instruction -Supplementary Reading materials reproduced -Phil-IRI materials -Training Funds -1 set Training Handouts for each teacher -95 set of supplementary reading materials -95 set of Phil-IRI materials P3,500.00 training funds -Published Training Handouts -Delivery Receipt/ARE -Budget Documents Training of Teachers Developing Reading Program 25 Independent Readers 70 Instructional Readers Summary of Phil- IRI Post Test Grade 2 are independent or instructional readers 95 Grade 2 pupils either independent or instructional readers Phil-IRI Post Test Results Phil-IRI Post Test Results Reduction of Grade 2 Non-Readers from 95 to 0 Reduction of Non- Readers in Grade 2 Monitoring and Evaluation Tool LOGFRAME
  • 98. Monitoring and Evaluation Tool LOGFRAME Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions Goal Improving English NAT MPS NAT 2016 English MPS NAT 2016 Purpose To increase the English NAT MPS from 54% to 75% for SY 2015-2016 NAT MPS of 75% NETRC NAT 2016 Outputs Seminar-workshop of teachers in developing reading comprehension skills of the pupils Teachers trained in developing reading comprehension skills of pupils Attendance List Phil-IRI Pre-Test Conducted Classification of the reading proficiency of the pupils Phil-IRI Test Results Basic Education Sector Transformation (BEST)
  • 99. Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions Outputs Formulation of the Class/Grade Level Reading Program Class/Grade Level Reading Program Copies of Class/Grade Level Reading Program Reproduction of reading materials for the Grade 3 and 6 pupils 100 Supplementary reading materials Utilization of the Supplementary Reading Materials Implementation of the Class/Grade Level Reading Program Progress Chart and Status Report of Reading Program Implementation Positive increment/increase of reading results of the Grade 3 and Grade 6 pupils Monitoring and Supervision of the Grade 3 and 6 Class/Grade Level Reading Program Observation/Individual Teacher Teaching Report Record of manifested developing reading comprehension strategies by teachers Phil-IRI Post-Test Reading Progress and Classification of the Reading Proficiency of Progress Chart of Reading Proficiency of Grade 3 & 6 pupils Basic Education Sector Transformation (BEST)
  • 100. Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions Inputs 1. Training Handouts in Developing Reading Strategy 2. Supplementary Reading materials reproduced 3. Phil-IRI materials 4. Training Funds -1 set Training Handouts for each teacher -100 set of supplementary reading materials -100 set of Phil-IRI materials P6,000.00 training funds -Published Training Handouts -Delivery Receipt/ARE -Budget Documents Basic Education Sector Transformation (BEST)
  • 101. Monitoring and Evaluation Tool LOGFRAME Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions Goal Improving the Instructional Supervision of the School Head Instructional Supervisory Plan Crafted and Implemented ISP ITTPR Minutes of Teacher- School Head Conference Purpose School head to utilize 2- 3 days a week for Instructional Supervision ISP Implementation Record ISP Observation/ Checklist ITTPR Output Formulate the Instructional Supervisory Plan for the school Instructional Supervisory Plan Approved ISP of the School Basic Education Sector Transformation (BEST)
  • 102. Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions Output Observe classes of three (3) teachers each week Individual Teacher’s Teaching Record Observation Log/Checklist Observation Records ITTPR Analyze observation results of teachers’ classes Analysis of Individual Teacher’s Teaching Record 1. Minutes of conference with observed teachers 2. Record of Technical Assistance given to observed teachers Conference with identified teachers in terms of their teaching record Minutes of teacher- principal conference and agreements Minutes of conference with observed teachers Basic Education Sector Transformation (BEST)
  • 103. SPT Outcome 4  Prepare a LogFrame for your Program/Project/Activity designed
  • 104. Reminders for SPT – If you have some queries, read DO 44 s. 2015 or text 0927-717-6016
  • 105. To be submitted to SDO  SIP 2016-2019 Attachments:  School Community Data (Annex 1A)  School Report Card (Annex 12A or Annex 12B)  Categorized Prioritized Improvement Areas (Annex 4)  Planning Worksheet (Annex 5)  Project Workplan and Budget Matrix (Annex 9)  School Operating Budget  LogFrame  Annual Implementation Plan (AIP 2016-2017)  Annual Procurement Plan (CY 2016)  Submission Period – February 15-19, 2016 For more information, read DO 44 S. 2015 or text/call at 0927-717-6016
  • 107. Thank You! May God bless you on your way home. SGOD Training Team