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School Improvement Plan

The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.

Education◦
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)