SIP_Summary-Presentation.pptx

This document is developed for the exclusive use of the Department of Education Regional Office VI 2022 Context of the SIP Copyright 2022
This document is developed for the exclusive use of the Department of Education Regional Office VI
2022 SIP Strategic Planning Process Copyright 2022
DIVISION OF NEGROS OCCIDENTAL

…where every child is a
This document is developed for the exclusive use of the Department of Education Regional Office VI 2022 SIP Strategic Planning Process Copyright 2022
2
Target Objectives and Outputs
To understand the fundamental components and
steps of Strategic Planning
To emphasize critical points under each
component
To introduce the application of Strategic
Planning components to the SIP
• Strategic Objectives
• SWOT with
Actionable Strategies
• Organizational Risks
• Implementation Plan
• MEA
• Draft SIP

3

School
Improvement
Plan
A school development plan
that defines strategies and
interventions that a school,
with the help of the
community and other
stakeholders, undertakes
within a period of six (6)
consecutive years. It aims to
improve the key result areas in
basic education: access,
equity, quality, resiliency, and
well-being including
governance. The SIP shall
provide an evidence-based,
systematic approach with the
point of view of the learners
as the starting point.
This Photo by Unknown Author is licensed under CC BY-SA-NC

The implementation of plans shall commence in FY 2023.
Private schools may adopt the provisions enclosed in these guidelines
for the preparation of their respective school education plans.

This document is developed for the exclusive use of the
Department of Education Regional Office VI
2022 Context of the SIP
Copyright 2022
Updates on the new SIP
Structure

COVER PAGE
ACKNOLWEDGEMENT
TABLE OF CONTENTS
I. DepEd Vision, Mission and Core
Values
II. School’s Current Situation
III. Improvement Plan
IV. Financial Plan
V. School Monitoring and Evaluation
and Adjustments (SMEA)
VI. Risk Management Plan
APPENDICES
I- Vision, Mission,
Core Values
II- Current Situation
III- Plan
IV- Monitoring and
Evaluation
OLD
SIP
NEW
SIP

…where every child is a Champion
This document is developed for the exclusive use of the Department of Education Regional Office VI 2022 SIP Appraisal Copyright 2022
Paper Size A4
Font Style Bookman Old Style
Font Size No. 11
Bind Softbind
Cover Page Cover visuals shall focus on learner’s situation, out of school
youth, learning environment, and learning recovery
Color and Design Color shall align with the SDO
Design may customize by the school or based on the SDO
unified format
Header & Footer Customized but contains the prescribed element
SIP Paper and Design

COVER PAGE
ACKNOLWEDGEMENT
TABLE OF CONTENTS
I. DepEd Vision, Mission and Core Values
II. School’s Current Situation
III. Improvement Plan
IV. Financial Plan
V. School Monitoring and Evaluation and Adjustments (SMEA)
VI. Risk Management Plan
APPENDICES

COVER
PAGE

HEADER
&
FOOTER

STRUCTURE DESCRIPTION
I
DepEd’s Vision, Mission,
and Core Values
Articulation of DepEd vision, mission, and core values on how these will influence the
school ways of doing things.
II School’s Current Situation
a. Introducing the School
Description of the school which may include but not limited to
i. size of school
ii. curriculum offering
iii. location and catchment areas
iv. environment and socio-economic condition
v. physical environment
vi. immediate community
vii. linkages.
b. School Performance on
Access
Shows the following:
i. enrolment trends (minimum of 4 years historical data) including its analysis,
ii. historical data on: a) community intake rate (5 year old children located in the
catchment areas) for the elementary level, b) simple drop-out rate, c) school leaver
rate, and d. transition rates,
iii. good performing and problematic KPIs (identified per grade or key stage) and
corresponding causes (best practices and bottlenecks -internal or external factors)
iv. analysis of the strengths or weaknesses of past interventions or
programs/projects/activities in relation to access and
v. Foreseeable problems if problematic KPIs are not acted upon

School Improvement Plan
Outline Description
Available Documented
Information
1. DepEd’s
Vision,
Mission
and Core
Values
Articulation of DepEd vision,
mission, and core values on
how these will influence the
school ways of doing things.
• DepEd vision, mission,
and core values
• Mandate of the School
• General Overview of the
School
• Mantra of School

19
A.Context
• Vision
• Mission
• Core Values
• Mantra

20
A.Context
• Vision
• Mission
• Core Values
• Mantra

21
A. Context of DepEd
SDO
• Key Point
Agenda or Focus
Areas

Outline Description
Information
2. School’s Current
Situation
This describes the context of the
School, its current situations,
performance gaps, key issues
confronting basic education at
each level of governance.
Discussion may focus on situation
of learners, OSCY, schools and
learning centers.
Further, identify key and major
challenges in terms of the 4 pillars
and governance.
• Introducing the School
• School Performance on
Access
• School Performance on
Quality
• School concerns on
Equity and Inclusivity
Resilience and Well-
being
governance
• Other unique concerns

c. School
Performance on
Quality
i. Reading Proficiencies/Competencies – a) present and describe the level of reading
competencies of all learners, b) show the group of high and low performers, c) provide
explanation of causes (internal or external factors), iv. explain the strength or
weaknesses of past interventions or programs/projects/activities in relation to reading v.
discuss potential problems if performance issues are not addressed (if necessary)
i. Learning Standards/Performance – a) present and describe latest performance in the
National Achievement Test by Subject by group/grade, b) show the group/grade level in
high and low performance, c) provide explanation of causes (internal or external
factors), iv. explain the strength or weaknesses of past interventions or
programs/projects/activities or practice in relation to reading v. discuss potential
problems if performance issues are not addressed (if necessary).
The school may also discuss the performance regional and division tests (if available),
awards and recognition, performance in ILSAs (International Large-Scale Assessments) (if
the school has participated)

d. School concerns
on Equity and
Inclusion
i. Analysis of issues on inclusion programs or initiatives. Specifically, this section will cover
learners in disadvantaged sectors like learners with disabilities, working children and
youth, street children, children in conflict, indigenous people’s etc. This section will: i.
identify and describe these learners in disadvantaged sector.
ii. describe the challenges they are face in accessing basic education
iii. explain the strength or weaknesses of past interventions or programs/projects/activities
or practice in relation to reading
iv. discuss potential problems if performance issues are not addressed (if necessary).
e. School concerns
on Resilience and
Well-being
Analysis of nutritional status of learners, incidence of bullying, school hazards, mental and
psychosocial condition including security and peace and order situation
f. School concerns
on governance
May include school resources analysis on human resources, school resources, and
development prospects. Basic ratios may be presented and teacher performance, SBM
practice, and partnerships, among others. Discuss in this section the governance issues
encountered by the school for the last 3 years.
g. Other Unique
concerns
It may include very unique issues that are not captured in the 4 pillars.

Outline Description
Information
3. Improvement
Plan
School Strategic Plan
charts the path of the
school towards achieving
the vision. It sets the long-
term direction towards
achieving the goal,
outcome, intermediate
outcomes, and the targets
• School Strategy
Implementation Plan

III Improvement Plan School Strategic Plan
a. Key Performance Indicators
(targets)
6-year realistic targets on access, equity, quality, resilience, well-being, and
governance per item F (Part II- f. School concerns on governance).
b. Strategies/ school strategic
directions
Priorities that the schools must focus to address key and immediate challenges and
harnessing opportunities in the next six years.
c. Key Interventions
These are specific actions that school will undertake to accomplish identified
strategies. These may be in a form of nationally driven programs and projects,
locally initiated interventions to address unique conditions, and specific activities
designed to address short-term issues. This shall be converted into output
statement.
IV Financial Plan
a. Six Year Indicative Financial
Plan
School Strategic Plan which outlines school priorities in 6-year cycle. Should include
goals, outcomes, strategies, and outputs for the next 6 years.
b. Year 1 Annual Improvement
Plan
Plan execution document using the standard template for Work and Financial Plan.
This outline the one (1) year plan of the school from January to December.

Outline Description
Information
3.a Key Performance
Indicators
6-year realistic targets on access, equity, quality,
resilience, well-being, and governance per item
• Strategic
Objectives
3.b Strategies/ School
Strategic Directions
Priorities that the schools must focus to address key
and immediate challenges and harnessing
opportunities in the next six years.
• School
Implementation
plan
• List of Programs,
Projects and
Activities
3.c Key Interventions These are specific actions that school will undertake to
accomplish identified strategies. These may be in a
form of nationally driven programs and projects, locally
initiated interventions to address unique conditions,
and specific activities designed to address short-term
issues. This shall be converted into output statement.
• School
Implementation
plan
• List of Programs,
Projects and
Activities

34
Alignment of SO and Indicators
(2023-2028)

DEPED STRATEGIC DIRECTIONS (2023-2028)
Statement of the expected change as a consequence of interventions. These can be
changes in learners’ performance, systems, policies, or institutional. Specifically,
statement of the quality and characteristic of the learner that the organization wants to
produce after completing basic education
Represents the contribution of the Department in achieving societal
aspirations in terms of improving the state of basic education in the country
and global community. It is aligned with the goals of the national government
GOAL
OUTCOME
INTERMEDIATE
OUTCOME
Critical result that must occur in order to reach the higher-level outcome.
It describes what the organization endeavors the learners to have in terms
of access, equity, quality and resiliency

37
The National Planning Framework

38
• Strategic Goals and
Objectives

Department of Education – Region VI
Development of the Division Education Plan
39
39

41
School Strategic
Implementation Planning

School Strategic Plan
This outlines school priorities in 6-
year cycle. Should include goals,
outcomes, strategies, and outputs
for the next 6 years.
Annual Improvement Plan
Plan execution document using the
standard template for Work and Financial
Plan. This outline the one (1) year plan of
the school from January to December.

43
SWOT

Why SWOT?
•It helps in analyzing
internal and external
factors affecting
performance of the
organization
•It helps in formulating
strategies

•Internal Analysis:
S – Review Key Practices and
Resources
W – Review past and current
issues and problems
• External Analysis:
O – Look forward to factors
that may help address needs
T – Anticipate issues, risks

INTERNAL
ANALYSIS
What are the STRENGTHS,
advantages, and
competitiveness of the
organization in relation to its
goals and in comparison with
other organizations?
What are the WEAKNESSES,
disadvantages, and
competitiveness of the
organization in relation to its
goals and in comparison with
other organizations?

47
Levels of Assessment
Performance Outputs
and Outcomes
Culture of Teams and
Individuals
Physical Facilities
and Partnerships
Management
Functions
Qualitative
- NAT
- Employability
- Acceptance of
graduates
- Competencies
- Awards, Ranking
- Quality of life
Quantitative
- Enrollment,
graduation, cohort
survival, dropout rates
- Plans and programs
completed
- Facilities constructed
- Curriculum designs
What kind of culture,
attitude or
practices does the
organization have in
achieving goals and
objectives? Are these
helpful or harmful?
Are teams and individuals
meeting targets?
Do teams and individuals
carry out
processes well?
Physical facilities,
working conditions
and environmental
surroundings
- Inside and outside
education facilities
- Offices and schools
- Equipment
- Workflow
- Transportation
- Communication
Affiliations,
alliances and
linkages
- Donors
- Current suppliers
- Utilization of
resources
- Planning and
budgeting
- Marketing (7P’s)
- Academic and student
services operations
- Human Resource
Management
- Finance
- Ethical standards
- Leadership
- Efficient, effective and
economical control
- Command
responsibility
Source: A Guidebook on Strategic Planning for the DepEd

Analyze the KPIs
P1: Access P2: Equity P3: Quality
P4: Learners
Empowerment
and Resilience
Kindergarten (Intake)
Madrasah (enrolment
& issues)
Key Stage 1: G3
Learners Health &
Nutrition
Retention (dropout)
IP (enrolment &
issues)
Key Stage 2: G6 Child’s Rights and
Protection
Transition (G6 to 7;
G10 to 11)
SPED (enrolment &
issues)
Key Stage 3: G10
Disaster Response
Out of School:
Children, Youth and
Adult
Other Inclusion
Initiatives of RO
RO-led Inclusion
Initiatives
Key Stage 4: G12
ALS Examination
Results

Review: STRENGTHS
Performance Outcomes Strengths
Php 500,000 additional
fund
Establishment of 2 Farm Schools that led to
Php 500,000 additional fund for the year

Review: STRENGTHS
fund
What do you do well?

Review: STRENGTHS
fund
51
What’s the result?

Review: WEAKNESSES
Performance
Outcomes
Weaknesses
Decreasing trend in NAT
Science 7
22 out of 50 teachers teaching
Science are non-majors in Science
which resulted to a decreasing trend
in NAT Science 7.
52

Review: WEAKNESSES
Performance
Outcomes
Weaknesses
Science 7
in NAT Science 7.
What do you do poorly?

Review: WEAKNESSES
Performance
Outcomes
Weaknesses
Science 7
in NAT Science 7.

Review: WEAKNESSES
Performance
Outcomes
Weaknesses
Science 7
in NAT Science 7.
What’s the result?

What are the
OPPORTUNITIES
presented by the trends,
patterns and future
directions of the
External Environment?
What are the THREATS
found in the External
Environment that would
prevent the organization
in achieving its goals?
EXTERNAL
ANALYSIS

57
Levels of Assessment
Macro Environment
Analysis
Industry, Area and
Sector Assessment
Market Assessment Micro Market Analysis
Social, Political,
Economical,
Ecological, and
Technological
(SPEET) Sectoral
analysis
- Information for
secondary
education
- Population of
potential
employees in your
area
Industry
- Kind of education
services
- How we meet and
satisfy needs of
stakeholders
Area
- Key stakeholders in
the public and private
sectors
Sector
- Student sector
- Employment sector
Who pay for goods?
How is supply and
demand bridged?
- Taxpayers, National
and Local
Government, all
Filipino students
- Parents
- Donors
- Employers
Issues and concerns
that can be classified
according to:
Relevance
- Matters that affect
your VMV, objectives,
KPI and performance
Magnitude
- Current
data/trends/statistics
Importance
- Most influential factors
Urgency
- Needing immediate
action

O or T = External Analysis (What would you consider?)
P
POLITICAL
•Stability of
government
• Election
cycles
•Potential
changes to
legislation
• Global
influences
• Oversight
regulatory
policies
E
ECONOMIC
•Economic
growth
• Employment
rates
• Inflation
rates/monetary
policy
• Consumer
confidence
S
SOCIAL-
CULTURAL
•Income
distribution
• Demographic
influences
• Lifestyle
factors
• Media views
• Inter and
intra-agency
collaborations
T
TECHNOLOGY
•International
influences
• Changes in
information
technology
L
LEGAL
• Taxation
• Employment
laws
• Industry
regulations
• Health and
safety
E
ENVIRONMENT
•Regulations
and restrictions
•Attitudes of
customers
• Natural
environmental
factors
• Proximity to
stakeholders
• Calamities
• Building
conditions

OPPORTUNITIES
Macro Environment (If) Opportunities (Then)
1. Economic
Rapid economic growth of the city
If the city’s economy will continue its growth, then
larger of amount of fund will be allocated to SEF.
2. Socio-cultural
Partnership with local radio stations
If the partnership with LGU on access with their
Radyo Trompa will be forged, then RBI episodes
will be aired
3. Technological
Solar Panel Project in the province
If the LGU will approve the installation of solar
panels in all far-flung barangays, then the last mile
schools will be energized and will improve the
learning environment of schools.
4. Law
House Bill that limits the class hours for
public school teachers to 6 hours per day
If HB will be passed to law, then there will be more
time for teachers to conduct home visitations.
If and then statement

THREATS
Macro Environment (If) Threats (Then)
1. Social
Increasing influx (migration) in the
community
If there will an increasing influx in the community, then
there will be larger gaps of learner-classroom ratio
2. Political
Change of leadership
If there is a change of political leadership then there would
also a change of prioritization of SEF budget.
3. Environment
Calamities in the province
If there will be more typhoons and floods in the province,
then there will be a decrease in participation rate
4. Legal
Health and safety protocols
If there is will be a new IATF Health and Safety Protocols,
then there will be restrictions on F2F classes
5. Economic
Land conversion
If the heirs will use the school site for their business
interest, then there will be no school site for learners.
If and then statement

SWOT Key Considerations
Strengths
What helped us attain our
aspiration and quality
objectives?
Trending data (minimum of 3
years)
With specific details such as
numbers/figures if possible
(particularly to strengths and
weaknesses)
With available MOVs to
prove the claim
Weaknesses
What hindered us in the
attainment of our aspiration
and quality objectives?
Opportunities
In the statement, it must
clearly identify the positive
effect to your operations,
objectives
Future
Threats
In the statement, it must
clearly identify the negative
effect to your operations,
objectives
Future

Short phrase but a
descriptive statement
Should not contradict other
items
Proper SWOT Statement
Specific, clear and concise
(particularly for internal
issues).
Must be classified in
one group only.

63
SWOT MATRIX per PILLAR

STRENGTHS AND
WEAKNESSES
• internal
• under control
OPPORTUNITIES AND
THREATS
• external
• not under our control

The Cross SWOT

CROSS SWOT TEMPLATE
CROSS-SWOT or TOWS
S1
S2
S3
W1
W2
W3
O1
O2
O3
S-O Strategies
Which of the organization’s strengths
can be used to maximize the
opportunities you identified?
W-O Strategies
What actions can you take to minimize
the organization’s weaknesses using
the opportunities you identified ?
T1
T2
T3
S-T Strategies
How can you use organization’s
strengths to minimized the threats
you identified?
T-W Strategies
How can you minimize the
organization’s weaknesses to avoid
the threats you identified?

Strategy Statement Format
Since strategies are “broad activities” the verb-object-purpose
format starts with action (verb), states what is acted upon
(object) and explains why (purpose). The sample strategies
that follow demonstrate the verb-object-purpose format.
Examples:
• Create sales leveraging tools to assist sales team in growing accounts
• Develop and implement vertical marketing strategy to increase
revenue by capitalizing on existing customer knowledge
• Implement incentive bonus program to reward caregivers for
productivity, client success and client satisfaction

Since strategies are “broad activities” the verb-object-purpose format starts with action (verb), states
what is acted upon (object) and explains why (purpose).
The sample strategies that follow demonstrate the verb-object-purpose format.
Strength and Opportunities
Develop a School mechanism on the creation of
Enrollment Task Force (ETF) that will help the school
increase its enrollment rate to its target.

Strategy Verb

Strategy Verb
Object
(Output)

Strategy Verb
Object
(Output)
Purpose
(Relevant to
SO)

Strength and Threats
Strengthen the Strategic Partnership with inter-agencies
(composed of concerned agencies) in maintaining safety
and security of DepEd personnel delivering services in
far-flung and communist-terrorist group.

and security of DepEd personnel delivering services in
far-flung and communist-terrorist group.
Strategy Verb

Strengthen the Strategic Partnership with inter-
agencies (composed of concerned agencies) in
maintaining safety and security of DepEd personnel
delivering services in far-flung and communist-terrorist
group.
Strategy Verb
Object
(Output)

and security of DepEd personnel delivering services
in far-flung and communist-terrorist group.
Strategy Verb
Object
(Output)
Purpose
(Relevant to
SO)

WEAKNESS and OPPORTUNITIES
Develop a program that will help the school achieve its
set classroom-student ratio.

Strategy Verb

Strategy Verb
Object
(Output)

Develop a program that will help the school achieve
its set classroom-student ratio.
Strategy Verb
Object
(Output)
Purpose
(Relevant to
SO)

WEAKNESS and THREATS
Strengthen and expand the implementation of the ALS Skills
package to minimize child labor that will help the Out-of-
School children and youth learners complete the ALS
program

Strengthen and expand the implementation of the ALS
Skills package to minimize child labor that will help the Out-
of-School children and youth learners complete the ALS
program
Strategy Verb

Strengthen and expand the implementation of the ALS
Skills package to minimize child labor that will help the
Out-of-School children and youth learners complete the ALS
program
Strategy Verb
Object
(Output)

Strengthen and expand the implementation of the ALS Skills
package to minimize child labor that will help the Out-of-
School children and youth learners complete the ALS
program
Strategy Verb
Object
(Output)
Purpose
(Relevant to
SO)

Review: Proper Strategy Statement
Strategy Verbs
Establish
Develop
Install
Implement
Create
Build
Objective Verbs
Increase / Decrease
Reduce
Improve
Expand
Shorten
Achieve
Attain

IMPROVED STRENGTH-OPPORTUNITY
S O SWOT Recommended Actionable Strategies
S5 O6 S5 The schools had co-designed with
the School Governance Council
the development of an
implemented reading intervention
program which resulted to 59% of
G3 learners are grade ready in
reading this SY.
Develop a Stakeholder Management
Program that will provide needed
resources identified during the
implementation of reading intervention
programs to address SO3.2 (To achieve
165 out 165 schools with at least 66%
of Key Stage 1 Learners are nearing
proficient or better in all learning areas
by 2028)
06 If there are organizations which
can offer reading
resources/packages, then reading
intervention programs in school
will be enhanced further resulting
in improved reading skills of
learners

IMPROVED WEAKNESS-OPPORTUNITY
O W SWOT Recommended Actionable Strategies
O20 W12 O2
0
If the city government can
provide water infrastructure in
the hinterland area, then it will
contribute it the improvement of
the health and wellness of
learners (% ….)
Develop Tubig Mo Project under the
WinS program in partnership with the
LGU and industries that will increase
the number of safe schools with
access to water
W1
2
12 out of 68 schools still have no
access to water due to failure to
mobilize partners in developing
water facilities that resulted to
unsafe schools in terms of poor
hygiene practices of learners

W T SWOT Recommended Actionable Strategies
W3 T4 W3 The lack of intervention program
and failure to coordinate with
barangay officials to sustain the
10 months ALS program
resulted in the decreasing trend
of ALS completers in all levels
over the last 4 years (2017-18 to
2020-21)
Develop an intervention program and
closely coordinate with barangay
officials to minimize the impact of LSA
termination that will lead to the
attainment of SO1.9 (To achieve 33
out 33 schools with ALS completers
by 2028)
T4 If there will be termination of
LSAs helping on the ALS
program, then the mechanism
will greatly affect the
participation and completion of
ALS learners.
IMPROVED WEAKNESS-THREAT

88
Review: Major Components
✔ Action Programs
✔ Activities
✔ Tasks
✔ Resource Mobilization

89
Review: Action Programs
Are combined in
projects, functional
strategies or
product/service
expansion or
extensions.

Basis for
Comparison
Program Project
Meaning A Program implies a set of
projects which are linked to one
another, in a sequential manner
to attain the combined benefits
A Project refers to the temporary
activity which is undertaken to
create a distinct product/service,
that has certain objectives
Focus on Context Content
Time Horizon Long Term Short Term
Concerned with Benefits received Specific deliverables
Functional Units Multiple Single
Tasks Strategic in Nature Technical in Nature
Produces Outcome Output

91
Review: Resource Mobilization
• Once all the activities/tasks are properly lined up,
the last stage of the process is to determine what
resources are required to carry out the strategy,
action program, and activities/tasks
• 3Ps of Resource Budgeting: People, Peso, and
Physical Facilities

92
School Strategy Implementation Plan
Pillar:
Strategic
Objective
s
(Write the
SO # -
Example
SO1)
Strategies
(Develope
d
Strategies
)
Programs
Projects
Activities
Indicative
Timeline
(by year)
Physical
Output
(Targets)
Budget
(Per PPA)
Resource
s
(SEF,
MOOE,
Partnershi
p, etc)
Technical
Working
Committe
e
(Program
Holder)
6-Year Financial Plan

94
in 3 Areas: Access,
Quality and Inclusion
• Strategies
• Programs

95
• Activities
• Tasks
• Resources

Outline Description
Information
4. Financial
Plan
The Financial Plan provides resources
to the key interventions
A. 6-Year Indicative Financial Plan –
outlines the priorities in 6-year
cycle. Should include goals,
outcomes, strategies, and outputs
for the next 6 years
B. Year 1 WFP – this outlines the 1-
year plan of the school from
January to December
• 6-Year Financial Plan
• Annual WFP

99
• Strategic
Goals/Objectives
• Key Performance
Indicators
• Strategies
• PAPs
• Timeline
• WFP (6 years)

V
School Monitoring and Evaluation
and Adjustments (SMEA)
A systematic process for collection, collation, and analysis of key education data
and information that will allow the SGC to determine the progress of SIP
implementation based on targets. The main objective of the SMEA is to facilitate
decision-making for a more relevant and responsive delivery of basic education
services at the school level.
Pending the issuance of a monitoring and evaluation manual, schools may still
use the SRC as a platform/way of communicating the results of school M&E to
school stakeholders, provided that the minimum KPIs required in this policy are
covered.
In monitoring and evaluating the SIP, Mid-year and end-term assessment shall
be conducted. May include SMEA culmination and regular Program
Implementation Review (PIR as a platform for communicating/reporting of
monitoring results. Could be done monthly, quarterly, semi-annually, and
annually. M&E strategies and activities shall be aligned with DO 29, s. 2022 or
the BEMEF Policy.
VI Risk Management Plan
These must include the registry of identified Risks, its description and the
strategic solutions to mitigate the impact of each identified risk.

101
School Monitoring and Evaluation and
Adjustments (SMEA)
A systematic process for
collection, collation, and analysis
of key education data and
information that will allow the SGC
to determine the progress of SIP
implementation based on targets.
The main objective of the SMEA is
to facilitate decision-making for a
more relevant and responsive
delivery of basic education
services at the school level.

102
Sample: MEA Framework

103
Sample: MEA Framework
Pillar 1: Access
INTERMEDIATE OUTCOME: All school-age children, out-of-school youth, and adults accessed
relevant basic learning opportunities.
SO1.6. To achieve 21 out of 21 SDOs with decreased school leaver rate by 2028.
STRATEGIC
OBJECTIVES
INDICATORS
BASELINE
(2020-2021)
PHYSICAL
TARGET
(2022-2028)
MEANS OF
VERIFICATIO
N
FREQUENCY
OF DATA
COLLECTION
RESPONSIBL
E BODY
M&E
STRATEGY

105
Organizational Risk
Assessment

● A risk can be positive or negative
● A risk is most generally equated with
uncertainty (and uncertainty is most
generally equated with a negative
outcome)
● An uncertain event or condition that, if it
occurs, has an effect on at least one key
performance indicator.
Review: What is Risk?

Types of Risks
Financial Occupational

Types of Risks
Operational Safety

Cost of Poor Risk Management
Bad Reputation Extensive Damage

Review: Opportunities
•An opportunity is a set of circumstances which makes it possible
to do positive things, for
•Examples
❏Develop new products and services
❏Improve work environment
❏Improve productivity
❏Improve operational efficiency
–(reduction of resource use,
–reduction of waste, etc.)

111
Organization Risk
Template

Look at possible
issues/risks in your
process in the delivery of
the outputs (CAUSE +
EFFECT)
Probability from 1-
5, based on the
matrix provided
FORMAT:
Likely (3)
Risk Impact:
1 - 5
FORMAT:
Significant (3)
Risk Probability x Risk Impact.
Format: Color the whole column
with blue or green or yellow or
red corresponding the value in
the matrix
Actions to MITIGATE
the CAUSE.
1.0 …
2.0 …

How to state a risk?
Effect of an uncertainty on meeting the objectives
(RISK/EFFECT) + (EXTERNAL CAUSE OR
THREAT)
(What could go wrong?)
= RISK
STATEMENT
(1) RISK
What are the potential problems/issues/threats in attaining the objectives?

How to state a risk?
Effect of an uncertainty
Example: Heavy rains and landslide (External Cause -
Threat)
`
Delay in the delivery of learning
materials to school
(Risk)
Risk statement: Delay in the delivery of learning materials to school
due to heavy rains and landslide

Probability/Impact Matrix
• A probability/impact matrix or chart lists the relative
probability of a risk occurring on one side of a matrix or axis on
a chart and the relative impact of the risk occurring on the other
• List the risks and then label each one as high, medium, or low
in terms of its probability of occurrence and its impact if it did
occur
• Can also calculate risk factors
• Numbers that represent the overall risk of specific events based on
their probability of occurring and the consequences to the project if they
do occur

116
Risk Probability Rating
Rating Description
(5) Very Likely
More than 80% chances of occurrence
(4)
Almost Certain 60% - 80% chances of occurrence
(3)
Likely 40% to 59% chances of occurrence
(2)
Possible 39% to 20% chances of occurrence
(1)
Unlikely Below 20% chances of occurrence
(2) RISK PROBABILITY RATING
What is the likelihood that the risk will happen?

Risk Impact
Rating Description
(16) Severe
Maximum impact on achieving desired results, to the extent that the objective will not be
achieved and not within acceptable levels.
Has a severe impact that could threaten the learning outcomes of the learners
(8)
High
Maximum impact on achieving desired results, to the extent that the objective will not be
achieved and not within acceptable levels
(4)
Medium Significant impact on achieving desired results, to the extent that is below objective and
acceptable levels
(2)
Low Moderate impact on achieving desired results, to the extent that is below objective but
within acceptable limits
(1) Very Low
Little or no impact on achieving strategic objectives
(3) RISK IMPACT RATING: What is the impact rating to the achievement
/ non-achievement of the goals/objectives?

(4) RISK PRIORITY SCORE: Determine the score for prioritization.
= RISK PRIORITY SCORE
RISK PROBABILITY
RATING
RISK IMPACT RATING
X

(5) MITIGATING ACTIONS What are the actions that can be done to
prevent the risk from happening?
MITIGATING ACTIONS =
(RISK/EFFECT) + (EXTERNAL CAUSE OR
THREAT)
= RISK / ISSUE STATEMENT
Actions to mitigate the impact of the risk
should be from improving the
weaknesses of the school (controllable)

(6) FREQUENCY OF CONTROL Determine how often will the
mitigating actions be controlled.
RISK
PRIORITY
RANK
FREQUENCY OF CONTROL
HIGH
• Monthly reporting to Top Management (School Head)
• Regular monitoring of Proponent
MEDIUM
• Quarterly Reporting to Top Management (School Head)
• Regular monitoring of Proponent
LOW
• Annual Reporting to Top Management (School Head)
• Regular Reporting of Proponent

(7) OWNER
Identify the Office in charge of the implementation of the
Mitigating Factors

Department of Education – Region VI
Development of the Division Education Plan
123
123

Outline Description
Available
Documented
Information
7. Appendices The Data Capture Form
Summary and Analyses
must be attached as
annexes together with other
documents cited in the plan.
Other pre-work documents
should be placed as
addition references.
• SWOT
• Cross SWOT
Analyses
• Data
• MOVs

SIP_Summary-Presentation.pptx

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