Seminar_Workshop on School Improvement Plan

Orientation on School
Improvement Plan

School Improvement Plan (SIP)
● SIP provides the roadmap that lays down specific
intervention that a school, with the help of community and
other stakeholders, will undertake within the period of three
consecutive years.

● The SIPs must be able to articulate the school’s strategies
on making the teaching and learning process more
effective and inclusive and strengthening the learning
environment to uphold the rights of children and learners.

● Given the COVID-19 experience, the SIPs will strengthen its
focus on cross-sector collaborations for health, WASH, and
social protection support for children.

Continuous Improvement in SIP Cycle
Three-year period that
follows the Assess, Plan,
and Act Phases
Emphasizes process of
learning and continuous
improvement

BEDP
Results Framework
4. RESILIENCY &
WELL-BEING
1.
ACCESS 2. EQUITY 3.
QUALITY
INTERMEDIATE
OUTCOMES
SECTOR
OUTCOME
GO
AL
All school-age children,
out-of-school youth, and
adults accessed relevant
basic learning
opportunities
Disadvantaged school-age
children and youth, and
adults benefited from
appropriate equity initiatives
Learners complete K-12 basic
education having attained all learning
standards that equip them with the
necessary skills and attributes to
pursue their chosen paths
Learners are resilient and know their rights
and have the life skills to protect themselves
and claim their education-related rights from
DepEd and other duty-bearers to promote
learners’ well-being.
Efficient, agile and resilient governance and management processes
All Filipinos are able to realize their full potential and contribute
meaningfully in building a cohesive nation
Basic education Filipino learners have the physical, cognitive, socio-emotional and
moral preparation for civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
ENABLING MECHANISMS -
GOVERNANCE

BEDP Results
Framework
1. ACCESS
• Strategy #1: Improve access to universal kindergarten education
• Strategy #2: Improve learners’ access to quality and learner
friendly environment
• Strategy #3: Improve capacity to retain learners in schools
• Strategy #4: Improve strategies to ensure learners’ continuity to
next stage
• Strategy #5: Strengthen mechanisms for providing access to
relevant basic opportunities for OSC, OSY and OS
All school-age children, out-of-school youth, and adults accessed
relevant basic learning opportunities

BEDP Results
Framework
2. EQUITY
• Strategy #1 : Improve program management and service delivery
• Strategy #2 : Provide an inclusive, effective, culturally responsive, gender-
sensitive, and safe learning environment to respond to the situations of
disadvantage
• Strategy #3 : Improve gender-sensitive contextualized curriculum and
learning delivery
• Strategy #4 : Enhance DepEd platforms for learning resources
• Strategy #5 :Promote partnerships to benefit education for learners in
situations of disadvantage
Disadvantaged school-age children and youth, and adults benefited from
appropriate equity initiatives

BEDP Results
Framework
3. QUALITY
Strategy #1 :Align curriculum and instruction methods in all subjects
Strategy #2: Strengthen competence of teachers and instructional leaders on
curriculum, instruction, and assessment
Strategy #3: Assess learning outcomes at each key stage transition and for
learners in situation of disadvantage
Strategy #4: Align resource provision with key stage learning standards
Strategy #5: Strengthen consultations on curriculum, instruction, and
assessment
Learners complete K-12 basic ed having attained all learning standards
that equip them with the necessary skills and attributes to pursue their
chosen paths

BEDP Results
Framework
4. RESILIENCY
Learners are resilient and know their rights, and have the life skills
to protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners’ well-being.
• Strategy #1: Integrate children’s and learners’ rights in the design of all DepEd policies,
plans, programs, projects, processes and systems
• Strategy #2: Ensure that learners know their rights and have the life skills to claim their
education-related rights from DepEd and other duty-bearers to promote learners’ well-being,
while also being aware of their responsibilities as individuals and as members of society
• Strategy #3: Protect learners and personnel from death, injury, and harm brought by natural
and human-induced hazards
• Strategy #4: Ensure learning continuity in the aftermath of a disaster or emergency
• Strategy #5: Protect education investments from the impacts of natural and human-induced
hazards
• Strategy #6: Provide learners with basic health and nutrition services
• Strategy #7: Nurture and protect learners' mental and psychosocial health
• Strategy #8: Promote learners' physical and socio-emotional skills development

BEDP Results
Framework
5. GOVERNANCE
• Strategy #1: 1. Ensure all education leaders and managers practice
participative, ethical, and inclusive management processes
• Strategy #2: All personnel are resilient, competent, and continuously
improving
• Strategy #3: Ideal learning environment and adequate learning resources for
learners ensured
• Strategy #4: Improve and modernize internal systems and processes for a
responsive and efficient financial resource management
• Strategy #5: Strengthen active collaboration with key stakeholders
• Strategy #6: Strengthen the public-private complementarity
Efficient, nimble and resilient governance and management
processes

DEPARTMENT OF EDUCATION
Implementation Arrangements

Region
REDP
2022-2028
International
SDG 4
2030
National
BEDP 2030
2022-2030
Division
DEDP
2022-2028
School/CLC
SIP
2022-2025
2025-2028
Mainstreaming BEDP Strategies: Plan alignment
Long-term plan aligned with the SDG 2030, designed to address the immediate
impacts of COVID-19, address the remaining access gaps, confront issues on
quality and anticipate what futures might bring. BEDP will synchronize plans at all
governance levels
Six-year education development plan developed at the Regional level which contains
strategies on how priority directions, policies, programs, quality assurance measures
and equity-driven systems will be implemented in their respective regions, considering
the unique learning situation of learners
Six-year plan developed at the Division level which contains strategies on how
assistance to schools and learning centers will be implemented. As an example, one of
the crucial mandates of the SDOs is to manage effective and efficient use of all
resources, including human resources
Provides 3-year roadmap that lays down specific interventions that a school, with the
help of community and other stakeholders, which the school will undertake within the
period of three (3) consecutive years. At the school level, the SIPs must be able to
articulate the school’s strategies on making the teaching and learning process more
effective and inclusive
Global Education
Agenda
Aims to “ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all.”
Overall Directions,
National Strategies &
Standards
Development
Execution of
standards, policies
and Systems
Execution of Programs,
Activities and Projects
and demand driven TA
to schools and CLCs
Curriculum
Implementation;
Teaching and
learning

Alignment of Roles and Responsibilities of Governance levels
Shall primarily focus on formulation and enforcement of national policies, plans, education
standards, assessment of learning outcomes, conducting studies and research, program
development, human resource management, Monitoring and Evaluation; alignment and
synchronicity of policy, programs, standards, and partnership building.
Shall focus on policy implementation, monitoring and evaluation, conduct of regional studies
and research, human resource management, development of education projects that will
resolve unique education issues in the region, quality assurance, ensure synchronicity of
programs, projects, and activity implementation and building partnership.
Shall focus on efficient policy and plan implementation, equitable and efficient deployment
and utilization of resources, human resource management, progress monitoring, providing
targeted technical support to schools and learning centers, ensure synchronicity of activities
and building partnership.
Shall focus on Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers and curriculum and instructional supervision.
Shall focus on school plan and curriculum implementation, creation of ideal learning
environment, resource management, teacher professional development, improvement of
instruction, classroom assessment and building local partnership.
CENTR
AL
SCHOOL
DIVISION
REGION
DISTRICT
SCHOOL/
CLCS

Phases of Implementation

PHASE 1
2022-2025
Response to the immediate impacts of the pandemic on
learning and participation and address issues on quality of
basic education
Post COVID-19 Recovery and Transition –
Addressing and mitigating the impacts of
sudden shift in delivery modalities, bridging
the learning gaps and introduce innovations.
Accelerate the co-creation of an integrated
concept of learning spaces for the future;
Focus on Quality:
1) Strengthen programs on reading, numeracy,
socio-emotional learning, and 21st century skills,
2) Sharpen skillsets of teachers in
contextualization to address the concerns of
diverse learners and
3) Strengthen instructional leadership and
supervision to improve teaching quality;
Formulation of enabling policies, standards,
processes and systems;
Capacity development on policy
development and implementation, strategic
planning, education futures, M&E research
and technical assistance;
Strengthen DepEd’s capability on
assessment with focus on classroom level
assessment;
Partnership Building with community-based
partners, the private sector and cross sector
government services for children;
Improve Access for groups in situations of
disadvantage;
Mid-term review and analysis of phase 1
results to inform refinements in BEDP
strategies.

Priorities for 2022-2023
❑ Reintroduction of Face to face starting from pilot phase (safe return to schools)
❑ Improve ICT in education
❑ Provision of appropriate learning resources for blended learning approach
❑ Reduction of reliance to printed modules and maximize the use of Online, DepEd TV and
Radio-based Instruction
❑ Strengthen support to private schools
❑ Improve Access for groups in situations of disadvantage and retrieve school leavers in SY
2020-2021
❑ Build and strengthen partnerships
❑ Improve Performance on reading, numeracy, socio-emotional learning, and 21st century skills
❑ Sharpen skillsets of teachers in contextualization to address the concerns of diverse learners.
❑ Strengthen instructional leadership and supervision to improve teaching quality
Post COVID-19 Recovery and Transition – Addressing and mitigating the impacts of
sudden shift in delivery modalities, bridging the learning gaps and introduce innovations.
Focus on Quality as a priority

Operationalizing the BEDP: SCHOOLS AND CLCs
● School Planning Team shall use BEDP and Division priorities as the
anchor in developing their respective School Improvement Plan which
shall focus on curriculum delivery.
● School Plan shall focus on improving learning outcomes, addressing
classroom and school level issues and promoting safe school
● School outputs shall be mainly implementation of curriculum, and
activities in improving learner’s academic performance and resilience.
● Producing the outputs may be funded using program funds under
school MOOE and other sources from development partners, LGUs and
other education stakeholders

Knowing the SDO
Masbate’s Targets
along SIP

The SIP is an important element of SBM
Further devolves
governance of
education to schools
Empowers school
teams and personnel
Expands community
participation and
involvement
Makes delivery of
education services
more responsive,
efficient, and effective
SBM and SIP

Principle I
Leadership and Governance

I. Leadership and Governance
Indicators Level 1
1. In place is a
Development
Plan (e.g. SIP)
developed
collaboratively
by the
stakeholders of
school and
community.
1. A copy of a memorandum on the conduct of crafting the
SIP is available.
2. A received copy of the letter of invitation sent to identified
participants in the crafting of SIP such as the school head
and team, school planning team, project teams, and support
staff, with at least three community stakeholders is available.
3. A received copy of the designation papers of the school
planning team, project teams, and support staff is available.
4. Documentation/Minutes of the orientation meeting with
photos/videos are available.
5. Draft development guide formulated in consultation with
community stakeholders
The development plan guided by the school’s Vision, Mission and Goal
(VMG) is developed through the leadership of the school and the
participation of some invited community stakeholders.

Indicators Level 2
1. In place is a
Development
Plan (e.g. SIP)
developed
collaboratively
by the
stakeholders of
school and
community.
6. Attendance sheet showing presence of community stakeholders
throughout the duration of the SIP crafting period is available.
7. Terms of Reference indicating the stakeholders’ leadership role in
the crafting of the SIP (contained in a handbook or through a
policy/memo with the composition and TOR)
8. Documentation Report showing the actual preparation of the SIP
process and formulation of SIP documents (Narrative with Photo Doc)
9. A copy of the approved SIP by SDS for the current planning period is
available
The development plan is evolved through the shared leadership
of the school and the community stakeholders.

Indicators Level 3
1. In place is a
Development
Plan (e.g. SIP)
developed
collaboratively
by the
stakeholders of
school and
community.
10. A copy of the approved SIP by SDS for the current planning period
is available with a rating of “Exceeds Expectation” in terms of quality
(with Exceeds Expectation as additional notes in the SIP Appraisal
Form/Acceptance Letter)
The development plan is enhanced with the community
performing the leadership roles and the school providing
technical support.

Getting Started
with School
Improvement
Planning

DEPARTMENT OF EDUCATION 30
The SIP Flowchart

The SIP Flowchart

Parts of SIP
● Chapter 1: Department of Education Mission, Vision, and Core Values Statement
Assess
● Chapter 2:
○ School’s Current Situation;
○ Priority Improvement Areas;
○ General Objectives
○ Planning Worksheet
Plan
● Chapter 3
○ A. Project Work Plan & Budget Matrix
○ B. Annual Implementation Plan (AIP)
● Chapter 4
○ Monitoring and Evaluation (Project Monitoring Report Form)

PREPARATORY ACTIVITIES
34

Preparatory Activities Objectives
35
2. To begin the SIP
process by mobilizing
the School-
Community Planning
Team (SPT)
1.To gather information
on the situation of
children and learners
in terms of their access
to quality basic
education and the
situation of the school
in terms of governance

STEP 1. Prepare for SIP Development
1.1
Gather and organize
necessary data
1.2 Form the SPT
1.3
Convene the SPT for
orientation, vision
sharing, & scheduling

ANNEX 1A
I. SCHOOL PROFILE DATA
II. ACCESS – IN AND OUT OF SCHOOL
III. ACCESS – ATTENDANCE & RETENTION
IV. QUALITY
Note:
Annex 1A is to help the School Head and Team to
organize data. It is a container for all your existing
data. However, schools can gather and organize
data in their own way.
Activity 1.1 Gather and Organize
Necessary Data

I. SCHOOL PROFILE DATA
II. ACCESS – IN AND OUT OF SCHOOL
IV. QUALITY
III. ACCESS – ATTENDANCE & RETENTION
GOVERNANCE
ACCESS
QUALITY
ANNEX 1A
Necessary Data

CHILD MAPPING TOOL*
ANNEX 1B
Does not
plan to move
anytime soon
Ethno-
linguistic
identity (ex:
Ilokano,
Chavacano,
etc.)
Note: Do this together with your early registration activities

ANNEX 2A
CHILD-FRIENDLY
SCHOOL
SURVEY
Necessary Data

ANNEX 2B
CHILD
PROTECTION
POLICY
IMPLEMENTATION
CHECKLIST
Necessary Data

ANNEX 2C
STUDENT-LED SCHOOL WATCHING
AND HAZARD MAPPING
PROCEDURE
A. Organizing and preparing school watching
team
B. School watching and hazard mapping
Necessary Data

OUTPUT CHECK:
❑ School Community Data Template (Annex 1A)
❑ Child Mapping Tool (Annex 1B)
❑ School Report Card (SRC)
❑ Child-Friendly School Survey (Annex 2A)
❑ Child Protection Policy Implementation Checklist
(Annex 2B)
❑ School Watching Checklist and Hazard Map (Annex 2C)
43
Necessary Data

Minimum Indicator for Targeting

Additional Indicators for Quality
∙ Percentage of Grad 2/3 learners attaining at least the minimum level of proficiency in Reading and
Listening comprehension increased
∙ Percentage of Grade 2/3 learners achieving at least the minimum level of proficiency in English
∙ Percentage of Grade 2/3 learners achieving at least the minimum level of proficiency in Filipino
∙ Percentage of Grade 2/3 learners achieving at least the minimum level of proficiency in Mother
Tongue (excluding Tagalog speakers)
∙ Percentage of Grade 2/3 learners achieving at least the minimum level of proficiency in numeracy
∙ Percentage of Grade 6 learners attaining at least the minimum level of proficiency in Stage 2 literacy
and numeracy standards
∙ Percentage of Grade 10 learners attaining at least the minimum level of proficiency in Stage 3
literacy and numeracy standards
∙ Percentage of Grade 12 learners attaining at least the minimum level of proficiency in Stage 4
literacy and numeracy standards
∙ Proposed: Percentage of ALS A&E passer (disaggregated by elem, JHS, SHS)
+ Gender Parity Index for major indicators – NER, CompR and
Achievement, if applicable

Other KPIs
Pillar KPIs
Access • Percentage of school-age children in school – Net Enrollment Rate
• Incidence of OSC & OSY
• Percentage of five-year-old in school - NER
• Percentage of enrollees (Elem, JHS, SHS) in a given school year
who continue to be in school the following school year – retention
Rate
• Percentage of currently enrolled learners but did not
finish/complete the school year – Dropout Rate (DR)
• Percentage of K/G6/G10 completers proceeded to next key stage
– Transition Rate
• Percentage of OSC and OSY who returned to school or
participated in ALS – Participation Rate of OSC and OSY
• Percentage of completers in ALS – completed session ALS

Other KPIs
Pillar KPIs
Resiliency
& Well-
being
Percentage of :
• affected and displaced learners retained
• learners who reported violence committed against them by
other learners (bullying) or adults (child abuse) based on
intake sheets of schools
• learners who are happy and satisfied with their basic
education experience in relation to the enjoyment of their
specific rights in school and learning centers
• Percentage of learners equipped with capacities on what
to do before, during, and after a disaster/emergency
• Percentage of learners in safe schools
• Percentage of students with improved health statistics
• Percentage of learners with improved physical fitness level

Other KPIs
Pillar KPIs
Governance • Proportion of schools achieving higher levels of SBM practice
• Proportion of schools achieving ideal ratio on:
• Classroom
Teachers
Textbooks
Seats
Science and Math equipment
ICT Package/E-classroom
• Proportion of elementary schools with:
Functional library
Connection to electricity
Connection to internet functional literacy

Other Sources of Data
● Assessing previous SIP
Priority
Improvement Areas
General
Objectives
Actual Achievement
as of 2022
School’s
Current
Situation

Other Sources of Data
● Yearend School Report Card
● Division Priority Improvement Areas

1.1
Gather and organize
necessary data
1.2 Form the SPT
1.3
Convene the SPT for
orientation, vision

SCHOOL HEAD AS TEAM LEADER
Student Representative Teacher Representative
Parent Representative Barangay LGU Representative
Member of BDRRMC
Member of School Child
Protection Committee
* Please note that at least one of your members should
be a member of the School Governing Council (SGC).
Activity 1.2 Form the SPT

The school head may add more
members to its SPT.
• Non-Government Organization (NGO)
representatives
• Alim/Ulama
• Indigenous People (IP) representatives
• Arabic Language and Islamic Values
Education (ALIVE) teacher
• School alumni
• Representatives from communities adjacent
to the one where your school is located

Note:
In cases where the teacher representative is also the School Head (such
as in small schools), additional seat may be given to parent
representatives
⮚ Gender balance should be considered in organizing the
SPT.
⮚ IP and Muslim representation should be considered.
⮚An attendance of 50% plus 1 of the members is needed
for the SPT to reach quorum and conduct official
business
⮚When a member needs to be absent from a meeting, s/he
may send a substitute who can speak for him/her (as
long as they have the same representation).

1.1
Gather and organize
necessary data
1.2 Form the SPT
1.3
Convene the SPT for
orientation, vision

Activity 1.3 Convene the SPT for orientation,
vision sharing, and scheduling
59
AGENDA:
1. Orientation - SIP process
2. Vision Sharing
3. Scheduling
Before the meeting, you
should have:
❑ A copy of the DepEd Vision-
Mission, Core Values
❑ Division goals/ targets
❑ School’s strategic goals (if
available)
BE CREATIVE. Think of reflective
activities that will engage your SPT.

Mandate of
DepEd on
SIP
SIP development
& implementation
cycle & phases
1. Orientation of the SIP Process
SIP key
features and
principles
Discuss why the SIP & AIP are important for the
school and the learners

2. Roles and Responsibilities
• Discussion and agree on
the roles & responsibilities
of the SPT chair and
members
1.Ask a member to facilitate
2.Give everyone a chance to share their ideas
3.Facilitator will synthesize and let the SPT
comment/approve what has been discussed

Scheduling
ACTIVITIES SCHEDULE
PREPARATORY ACTIVITIES
Suggested time frame for this phase is 1 month. Pls.
specify the dates.
Examples:
Securing the CBMS from the LGU
Organizing data using the School-Community Data
Template
January 12
January 28-30
PHASE 1: ASSESS
Suggested time frame for this phase is 2 months. Pls.
specify the dates.
Examples:
Conduct Dyad, Triad, FGD or survey. February 9
March 11-13
PHASE 2: PLAN Suggested time frame for this phase is 1 month.
Examples:
Write the SIP
Brainstorm for solutions
April 4-8
May 4
PHASE 3: ACT
Time frame for this phase will depend on the projects
to be implemented and is spread out within the SY
Examples:
Start of pilot test on Grade 6 SARDOs in Section X
Discuss preparations for roll out
June-August (1st quarter)
September 3
1.3 Convene the SPT for orientation, vision
sharing, and scheduling

STEP 2. Identify/Review PIAs
2.1
Present school data
2.2 Identify/Review PIA

STEP 3. Analyze PIA
3.1
Set general objectives
3.2 Organize Project Team

Governance Equitable Access and
Participation
Pressing Issues/Challenges
Performance Gap Objectives/Desired Outcomes
A. Low Net Enrollment Rate in
Kindergarten which is
68.61%;
B. Low Net Enrollment Rate in
Elementary which is
89.81%;
C. Low Net Enrollment Rate in
JHS which is 71.64%;
D. Low Net Enrollment Rate in
Senior High School which is
35.63%
A. Increase the enrollment rate among Kindergarten
school-aged children from 68.61% to 83.61%
B. Increase enrollment rate among Elementary school-
aged children from 89.81% to 98.81%
C. Increase enrollment rate among Junior High School
school-aged learners from 71.64% to 80.64%
D. Increase enrollment rate of Senior High School school-
aged learners from 35.63% to 50.63%
E. Decrease Elementary school leaver rate from 2.86% to
0
F. Decrease Junior High School leaver from 7.30% to 0

Governance Quality of Teaching and
Learning
A. Only 26.74% Grades 1 to 3
learners are grade level ready
B. Only 3.72% of Grades 1 to 3
learners are transforming in
numeracy assessment
C. Number of cases of learners
with failing grades across all
subjects (Elementary – 8,917
cases; Secondary 8,158 cases)
D. Low NAT MPS (Elementary -
32.21%; Secondary - 37.85%)
A. Increase the percentage of Grade Level Ready
Grades 1 to 3 learners from 26.74% to 100%
B. Increase the percentage of Transforming Grades 1
to 3 learners from 3.72% to 100%
C. Attain zero learners with failing grades across all
subjects
D.Increase the NAT MPS from 32.21% to 47.21% in
Elementary and from 37.85% to 52.85% in
Secondary.

Governance Governance
64.84% or 450 schools
self-assessed their SBM
practices as “Developing”
or Level 1
Elevate the SBM level of practice of 450
schools to Level 2

STEP 3. Analyze PIAs (continuation)
3.3 Listening to the Voice
3.4 Analyze the school processes
3.5 Select Area of Focus
3.6 Do root cause analysis
3.7 Present the root cause to SPT

STEP 4. Review general objectives & targets
STEP 5. Formulate solutions
STEP 6. Develop Project Designs
STEP 7. Write the SIP
STEP 8. Prepare the AIP

Timeline
Months Activity/ies
August – September 2022 SIP Preparation
October 2022 SIP Appraisal and Revision
November 2022 SIP Submission and Approval

SIP Styleguide
SIP Styleguide.pptx

SIP Appraisal
After finalizing the SIP, the school shall now prepare for the
submission of their SIP to the Division Appraisal Committee,
which in turn will endorse to the Schools Division
Superintendent for approval.

SIP Appraisal
● The SIP appraisal is one major activity that shall be done
by a committee who will look into the contents of the SIP
to make sure that quality standards are met. While this
committee is tasked to ensure the quality of the SIP, its
major consideration is to look on the important parts rather
than focus on the technical aspects, e.g. grammar,
coherence, etc.

SIP Appraisal
● The Committee shall check on the accuracy of the data,
consistency of the activities to the objectives of the plan,
and how the school will implement the plan. It shall also
take note of the technical assistance that would be
provided to help the schools improve their SIPs.

Appraisal Committee
The committee who will appraise the SIP at the division level
shall be called Division Appraisal Committee (DAC). The
members of the DAC shall come from the Division Field
Technical Assistance Team (DFTAT); if none, the members
can be taken from the existing group that checks and
reviews the SIPs of the schools.

Appraisal Committee
For big divisions, the committee may contextualize the appraisal process to fit in
their respective unique situations. Below is a suggested composition of the
Committee:
● Assistant Schools Division Superintendent
● School Governance and Operations Division – Chief
● Curriculum and Instruction Division – Chief
● Public Schools Division Supervisor
● Representative from Finance Division
● Division SBM Coordinator
● M&E Focal Person/Planning Officer

Appraisal Committee
The composition of the team shall comprise of at least seven
(7) members. It has the option to add more members as
deemed necessary. If more members are added, make sure
that the total number is still an odd number to prevent voting
deadlocks.

Appraisal Process
● The SIP appraisal shall be done using the SIP Quality
Assessment (QA) Tool. This tool shall be used by DAC to check if
the SIPs meet the quality standard. The DAC shall provide some
points for improvements to further improve the SIP - which may
be a section, chapter, or total revision. Specific revisions must be
cited in the “remarks” column of the QA Tool to guide the school
heads on the improvements that must be done in their respective
SIPs. If none, words of appreciation must be written as well in the
remarks column to inform the schools that they did a good job in
crafting their SIPs.

SIP Approval
● If the DAC approves the SIP, it shall submit the SIP to the
SDS for approval and issuance of certificate of
acceptance/ approval to the schools.

Q & A
82

Seminar_Workshop on School Improvement Plan

Recommended

Recommended

More Related Content

Similar to Seminar_Workshop on School Improvement Plan

Similar to Seminar_Workshop on School Improvement Plan (20)

Recently uploaded

Recently uploaded (20)

Seminar_Workshop on School Improvement Plan