This document outlines the steps for developing a School Improvement Plan (SIP). It involves assessing the school's performance, identifying priority improvement areas, analyzing the root causes of problems, and developing objectives and plans to address them. The process is evidence-based and involves gathering data, getting input from stakeholders, mapping processes, and using tools like fishbone diagrams to identify the deepest underlying causes. The plan is implemented over multiple years, with objectives set and monitored annually to track progress toward longer-term goals.

1. SCHOOL
IMPROVEMENT
PLAN (SIP)

2. 2
Preparatory
Activities
Phase 1:
Assess
Phase 2:
Plan
Phase 3:
Act

3. 3
Step 2. Identify/Review
Priority Improvement Areas
2.1
Present and discuss the
information gathered
during the preparatory
activities
2.2 Identify/Review the
Priority Improvement
Areas

4. Key idea: SIP needs to be
evidence-based
Activity 2.1: Present and discuss the information
gathered during the preparatory activities
4
Initiate the discussion on the
status of the school by
presenting SRC or a
summary of a SCDT
Look into gaps with Division targets
(Use Gap Analysis Template)

5. 5

6. 6

7. ASK YOUR SPT:
1. What surfaced as the most pressing
need/problem?
2. What trends surfaced from your data?
3. Did your school improve? Stagnate?
Worsen?
4. What did you find alarming from the
data?
5. What needs the most improvement?
Activity 2.1: Present and discuss the information
gathered during the preparatory activities
7

8. OUTPUT CHECK:
 Documentation of the
discussion
 Initial list of
improvement areas
 Gap Analysis
Template
( Annex 3)
Activity 2.1: Present and discuss the information
gathered during the preparatory activities
8
For Year 2 and Year
3
BEGIN WITH THIS STEP
Present the data collected from monitoring
the progress of prior AIP (SRC/ Monitoring
Forms) to the SPT
1. You may use the Gap Analysis Template
(Annex 3) and the guide questions again.
2. Review the list of improvement areas in
the SIP.

9. 9
Activity 2.2: Identify/Review the Priority
Improvement Areas (PIAs)
PIA’s are the
most pressing
needs or
problems within
and outside of
the school and
learner’s data.
There is no limit to the
number of PIAs.
It is important that the
SPT makes a priority list
of PIAs.
PIAs have varying
difficulties.

10. 10
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
PRIORITAZATION
RUBRIC

11. OUTPUT CHECK:
 PIA Template
(Annex 4)
 First Column of the
planning worksheet
(annex 5)
Activity 2.2: Identify/Review the Priority
Improvement Areas (PIAs)
11
For Year 2 and Year
3
Review the PIAs
listed in the
Planning
worksheet
In cases were the PIA
has already been
addressed, choose
another PIA to take from
the ones you identified
You may use again
the PIA template to
check these PIAs

12. 12
Step 3. Analyze the Priority Improvement Areas
3.1 Set general objectives
3.2
3.3
3.4
3.5
3.6
3.7
Organize the project teams
Listen to the voice of the learners and other stake
holders
Analyze the school process
Select area of focus
Do root cause analysis
Present the root cause to the SPT

13. 13
Activity 3.1: Set General
Objectives
 Formulate measurable
objectives for a three-
year plan
 Set incremental targets
for PIAs that extend
more than a year
For example:
To improve Math scores of Grade 5
students by 20% at the end of 3
years.
For Year 1: Math scores of grade 5
students improved by 10%
For Year 2: Math scores of grade 5
students improved by 15%
For Year 3: Math scores of grade 5
students improved by 20%
Note: to be able to reach this interventions should
also be done in Grades 3 and 4

14. OUTPUT CHECK:
 Accomplished
second column of
the Planning
worksheet (Annex 5)
Activity 3.1: Set General Objectives
14
For Year 2 and Year
3
Using your SRC and other monitoring
reports, revisit your SIP objectives
Check and update these objectives
ACCORDINGLY

15. 15
Activity 3.2: Organize the
Project Teams
 The members of the project team may be drawn from
the community, teachers and learners with atleast one
member coming from the SPT.
 For PIAs related to the teaching-learning process,
organize the Project Team from members of the LACs
Project
Member
Role Responsibilities

16. 16
Activity 3.3: Listen to the voice of the
learners and other stakeholders
 Project Team should talk to the learners and
stakeholders who are relevant to your assigned PIAs
 Listening’ can be done through one-on-one or
dyads/triads interviews, surveys, or Focus Group
Discussions (FGD) with learners, parents, and other
stakeholders.
 Home visits might be necessary
 This step is also a good opportunity to ask the learners
or stakeholders on how they were helped by your school

17. 17
Activity 3.3: Listen to the voice of the
learners and other stakeholders
 Questions on FGDs should
focus on the how
 It’s not a one-shot activity;
continuously listen to the
voice of the learners.
 While SIP is a process/
methodological, listening to
the voice of the learners can
happen at any time
For Year 2 and Year 3
Listening to the voice of the learners
and other stakeholders should not be
skipped in the following years
because the context, needs and views
of learners and stakeholders might
have changed.
OUTPUT CHECK:
 Documentation from FGD,
interviews or home visits

18. 18
Activity 3.4: Analyze School Process
1. A process is a set of activities that are arranged together
in order to deliver a service.
2. A process must also be simple enough to be repeatable
and replicable.
3. Project Team should map out the processes involved in
your assigned PIA by creating a flowchart of what is
currently happening in each step of the process and
NOT what the process should be.

19. 19
Activity 3.4: Analyze School Process

20. 20
Activity 3.4: Analyze School Process

21. 21
Activity 3.4: Analyze School Process
For Year 2 and Year 3
Review the school processes you have improved and
analyze school processes of new PIAs
OUTPUT CHECK:
 Flowchart of the school processes
relevant to each PIA
 Documentation of interviews or
observation

22. 22
Activity 3.5: Select Area of Focus
In choosing your area of focus, consider the most
strategic storm cloud that will affect your PIA.
Having identified your area of focus from the storm
clouds, formulate it into a problem statement. This
statement includes information on the following
questions:
What is the magnitude of the problem?
How often is it happening?
Where is it happening? When
does it happen?

23. 23
Activity 3.5: Select Area of Focus
For Year 2 and Year 3
Identify also the storm clouds of the process mapped
out.
OUTPUT CHECK:
 Problem statement based on your
area of focus

24. 24
Activity 3.6: Do root cause analysis
The root cause is the deepest
underlying cause of the problems
within any process. Thus, it is
necessary that your Project Team
conducts root cause analysis to
uncover the real source of your
focused problem. This root cause
should be observable and
measurable. Analyze your area of
focus by using problem analysis
tools like the Fishbone
diagram/Ishikawa, Why-why
diagram, and Problem Tree.

25. 25
Activity 3.6: Do root cause analysis
For Year 2 and Year 3
The PT undertakes a root cause analysis for the
problems identified for year 2 and year 3
OUTPUT CHECK:
 Problem statement based on your
area of focus

26. 26
Activity 3.7: Present Root
Cause to SPT

27. Thank you