Revisiting SIP

School
Improvement Plan
SDO Camarines Sur Caring, Engaging, Serving with United Heart

School Improvement
Plan Style Guide,
Appraisal Process
and Quality
Assessment
SDO Camarines Sur Caring, Engaging, Serving with United Heart

School Improvement Plan
OBJECTIVES
1. Oriented on the writing of the SIP using the SIP
style guide;
2. Understood the appraisal process of the SIP;
and
3. Familiarized with the Quality Assessment Tool
to be used in evaluating the newly crafted SIP.
SDO Camarines Sur Caring, Engaging, Serving with United Heart faye
Name of School:
The Cover Page School ID:
School Address:
ENHANCED SCHOOL
IMPROVEMENT PLAN
School Year 2019 – 2022
The Cover Page School of the Future

112938
Freedom Sports Complex, San Jose,
Pili, Camarines Sur
ENHANCED SCHOOL
IMPROVEMENT PLAN
School Year 2019 – 2022
Message
(optional)
(This could be a
message from the
school head or a
collective message
from the planning
team.)
TABLE OF CONTENTS
CHAPTER 1. Department of Education’s Vision, Mission, and
Core Values Statement
CHAPTER 2. Assess
CHAPTER 3. Planning
CHAPTER 4. Monitoring and Evaluation
List of Acronyms
List of Tables and Illustrations
LIST OF ACRONYMS
DepEd – Department of Education

SIP – School Improvement Plan
AIP – Annual Implementation Plan
Include all acronyms used in the SIP
LIST OF ACRONYMS
DepEd – Department of Education

SIP – School Improvement Plan
AIP – Annual Implementation Plan
Include all acronyms used in the SIP
LIST OF TABLES AND ILLUSTRATIONS

Table 1. (Name of Table)
Illustration 1. (Title of Illustration)

CHAPTER 1: Department of Education Vision, Mission,

and Core Values
Presents the documentation of matters that transpired
during the Vision Sharing activity. These include the list of
the School Planning Team’s (SPT’s)
 aspirations for the school and learners

 understanding of DepEd VMV and Core Values
 commitments based on these understanding
CHAPTER 1: Department of Education Vision, Mission,

and Core Values
List of Roles and Responsibilities of all SPT Members as
discussed and agreed upon during the brainstorming
session.
SPT timetable in the preparation, implementation,

and monitoring of the SIP and AIP to serve as guide
to all SPT members and the school-community at
large.
Content Check for CHAPTER 1: Department of Education

Vision, Mission, and Core Values
 Documentation of the Vision Sharing activity, their
aspirations for the school and learners and their insight
on DepEd VMV and Core Values
 List of roles and responsibilities of all SPT members
 SPT Timetable
Important Notes to Remember:
 Suggested number of pages: 1 to 2
 Additional references: ESIP Guidebook (pages 4 – 10)

and SIP Instructional Video 1 (Preparatory Phase)
CHAPTER 2: Assess
Presents a brief discussion on the school

and community data that were
gathered, organized, and assessed using
the templates provided in the ESIP
Guidebook.
CHAPTER 2: Assess
The school must ensure that these data are
accurate and updated to be able to capture
the school’s current needs.
In the discussion, emphasize the

connection of these data with the
school’s current situation.
CHAPTER 2: Assess
5 Sections:
1. School’s Current Situation
2. Priority Improvement Areas (PIA)
3. General Objectives
4. Targets
5. Root Causes
CHAPTER 2: Assess
School’s Current Situation
Creates a picture of the school’s current

situation by building on the results of data
assessment seamlessly connecting them to the
initial list of improvement areas.
CHAPTER 2: Assess
School’s Current Situation References:
 School-Community Data Templates (Annexes 1A to 2C)
 Gap Analysis Template (Annex 3)
CHAPTER 2: Assess
School-Community Data Templates (Annexes 1A to 2C)
present the alarming data that need to be

prioritized for improvement which affect the
performance of school and learners
CHAPTER 2: Assess
Gap Analysis Template (Annex 3)
Identify the gaps that need to be prioritized

for improvement and how these affect the
attainment of the Division targets.
CHAPTER 2: Assess
School’s Current Situation
Highlight the school’s achievements in areas where it excel or

perform highly whether in the district, division, region, or
national level.
The school’s current situation should not exceed one

(1) page.
CHAPTER 2: Assess
Priority Improvement Areas
present the List of Priority Improvement Areas

(PIAs) as a result of the 5-points scale ranking
provided in the ESIP Guidebook (page 13).
A sample listing will suffice.
Prioritization Rubric
CRITERIA DESCRIPTION SCALE
Strategic The number of other improvement

areas that will benefit when the
Importance improvement area is addressed.
5 – Very high
The urgency or need to improve the
Urgency area as soon as possible. 4 – High
3 – Moderate
The number of learners that will
2 – Low
Magnitude benefit when the improvement area is
addressed. 1 – Very low
The degree to which the improvement
Feasibility area is within the school’s mandate
and control.
CHAPTER 2: Assess Priority Improvement Areas
Use Annex 4 or
Identifying Priority
Improvement Areas
matrix in presenting the
list of PIAs
CHAPTER 2: Assess
In the Planning Worksheet

(Annex 5), align the PIAs in
column 3 with the
appropriate learning stages
and intermediate outcomes
in column 2.
CHAPTER 2: Assess
Ex. PIA is “low English

literacy” (column 3)
must be aligned with IO5

“learners attain learning
standards” (column 2).
CHAPTER 2: Assess
General Objectives
write the corresponding

General Objectives in
column 4 for the
identified PIAs.
CHAPTER 2: Assess
General Objectives
Ensure that this

objectives are SMART
and responsive to
PIAs
CHAPTER 2: Assess
Processes involve before the conduct of actual

Root Cause Analysis (RCA)
1. Conduct of FGD and interviews with learners and
other stakeholders (Listening to the Voice of the
Learners)
2. Analysis of Specific School Processes in the assigned PIA
3. Identify storm clouds and area of focus
CHAPTER 2: Assess
Root Cause Analysis
A focused Write in this section the result of

problem or area the Prioritization of Root Causes
can have several using the checklist provided in
causes. Annex 8 (ESIP Guidebook, page
98).
CHAPTER 2: Assess
PLANNING WORKSHEET for ACCESS and QUALITY
Root Cause Analysis LEARNING

STAGE
DEPED INTERMEDIATE OUTCOMES PRIORITY IMPROVEMENT AREA GENERAL OBJECTIVE/S ROOT CAUSE/S
SY___
TIME FRAME
SY___ SY___
IO1: Learners are in school and learning centers
□ □ □
IO2: Learners access programs responsive to their needs
and consistent with their interests and aptitudes □ □ □
Write in column 5 of K-3
IO3: Learners enjoy learner-friendly environment
□ □ □
the Planning Worksheet

IO4: Learners actively participate in their learning
environment □ □ □
IO5: Learners attain learning standards
□ □ □
the identified root IO6: Learners are well-rounded, happy and smart
□ □ □
causes for the PIAs. IO1: Learners are in school and learning centers
□ □ □
□ □ □
4-6
□ □ □
IO6: Learners are well-rounded, happy and smart
□ □ □
CHAPTER 2: Assess
Time Frame LEARNING

STAGE
SY___
TIME FRAME
SY___ SY___
□ □ □
write the target(s) for each IO2: Learners access programs responsive to their needs
□ □ □
objective statement, and and consistent with their interests and aptitudes
□ □ □
identify if this will happen in K-3
□ □ □
Year 1, Year 2, or Year 3 of the environment
□ □ □
SIP Cycle. (Column 6 to 8) IO6: Learners are well-rounded, happy and smart
□ □ □
The target must be written in IO1: Learners are in school and learning centers
□ □ □
quantitative form. IO2: Learners access programs responsive to their needs
□ □ □
Year 1 - 2019-2020
4-6
Year 2 – 2020 -2021 IO5: Learners attain learning standards
□ □ □
Year 3 – 2021-2022 IO6: Learners are well-rounded, happy and smart
□ □ □
CHAPTER 2: Assess
Planning Worksheet LEARNING

STAGE
SY___
TIME FRAME
SY___ SY___
□ □ □
To enlighten the IO2: Learners access programs responsive to their needs
reader who were not K-3

□ □ □
involved in the SIP environment

□ □ □
□ □ □
preparation, write 3 IO6: Learners are well-rounded, happy and smart
□ □ □
to 4 sentences IO1: Learners are in school and learning centers
□ □ □
describing the contents
of the fully 4-6
□ □ □
□ □ □
accomplished Planning environment
□ □ □
Worksheet. IO6: Learners are well-rounded, happy and smart
□ □ □
CHAPTER 2: Assess
LEARNING TIME FRAME

STAGE SY___ SY___ SY___
□ □ □
Planning Worksheet for: IO2: Learners access programs responsive to their needs
□ □ □
K-3
1. Access & Quality IO6: Learners are well-rounded, happy and smart
□
□
□
□
□
□
□ □ □
2. Governance IO2: Learners access programs responsive to their needs
□ □ □
4-6
□ □ □
IO6: Learners are well-rounded, happy and smart
□ □ □
Content Check for CHAPTER 2: Assess

 School’s Current situation (brief discussion) with Initial
Improvement Areas (PIAs)
 List of PIAs (Annex 4)
 Annex 5 or Planning Worksheet - completely filled

out with the following information: priority
improvement areas, general objectives, targets, and
root causes.
 Suggested number of pages: 3 to 5
 Additional references: ESIP Guidebook (pages 11 - 21)

and SIP Instructional Video 2 (Assess Phase)
EXAMPLE (List Root Cause-Solution)

Priority Area Root Cause Solution
Low Promotion Rate
Students are Non-Readers Read -A-Loud Project
Inclusion of Internet
No Internet No Budget Allocated for
Expenses in the
Connection Internet Subscription
Budget
Improved Sanitation No Water Supply in the Accessing Community
in the School School Water System
Chapter 3: Planning
Program Work Plan and Budget Matrix
• Attached copies of the Project Work Plan and Budget Matrix (Annex 9)
prepared for the identified solution.
• One project work plan per solution, which contains the following
information:
• problem statement,
• project objectives statement,
• activities,
• and output.
• The duration of projects vary depending on the timelines set for the
identified PIAs.
• It is important to make this projects manageable to provide the team

with immediate results that the school can celebrate (if these are
successful) or improve (if these do not meet the target).
Thus, in cases where there are major projects that

would need a long time to implement, the Project
Team should subdivide this into smaller, more
manageable projects.

• Attached copies of the Project Work Plan and Budget Matrix
(Annex 9) prepared for the identified solution.
• One project work plan per solution, which contains the following
information:
• problem statement,
• project objectives statement,
• activities,
• and output.

• The duration of projects vary depending on the timelines
set for the identified PIAs.
• It is important to make this projects manageable to

provide the team with immediate results that the school
can celebrate (if these are successful) or improve (if these
do not meet the target).
Thus, in cases where there are major

projects that would need a long time to
implement, the Project Team should
subdivide this into smaller, more
manageable projects.
Each identified
project will have
separate program
work plan and
budget
Each identified
project will have
separate program
work plan and
budget
Annual Implementation Plan
• Annual Implementation Plan (Annex 10)

for year 1, the SIP’s operational plan.
Annual Implementation Plan

• Contents of AIP:
• activities,
• schedule,
• required resources,
• source of fund,
• individuals accountable for the conduct of this projects,
• operational cost such as but not limited to utilities, supplies and
materials, etc. that are considered eligible expenditures in the existing
MOOE guidelines.
Annual Implementation Plan (AIP)
The preparation of AIP is by Fiscal Year (Quarter 1 to 4)

plus additional Quarter 1 of the following year to ensure
that all activities from January to March will be planned,
which is based on the amount of monthly MOOE.
Content Check for CHAPTER 3: Planning
 List of Solutions
 Project Work Plan and Budget Matrix (Annex)
 Annual Implementation Plan Year 1 (Annex)
 Additional references: ESIP Guidebook (pages 22 - 26)

and SIP Instructional Video 3 (Plan Phase)
Chapter 4: Monitoring and Evaluation
• The SPT will monitor progress in the middle and end of

project implementation period depending on the timeliness
set by the Project Teams.
In longer projects, the SPT will have to monitor more than

twice.
• Schedules of
monitoring must
be indicated in
the suggested
Project
Monitoring
Report Form
(ESIP Guidebook,
page 29).
To help inform the SPT of the status of their

projects, the Project Team will submit their
respective progress reports using this template.
Attach the Project Monitoring Report Forms of all projects for Year 1 AIP
Write 2-4 sentences describing the Project

Monitoring Report Form to enlighten the
readers who were not involved in the
preparation of SIP.
Content Check: Chapter 4- Project Monitoring and

Evaluation
Project Monitoring Report Forms
Note:
Additional references: ESIP Guidebook (pages 27-30)
and SIP Instructional Video 4 (Act Phase)
Additional references: ESIP Guidebook (pages

27-30) and SIP Instructional Video 4 (Act
Phase)
The school shall now prepare for the submission

of their SIP to the Division Appraisal
Committee, which in turn will endorse to the
Schools Superintendent for approval.
School Improvement Plan Appraisal
One major activity that shall be done by a

committee who will look into the contents of the
SIP to make sure quality standards are met
Appraisal Committee
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.
Suggested composition of the Committee:

a. Assistance Schools Division Superintendent
b.School Governance and Operations Division – Chief
c. Curriculum and Instruction Division – Chief
d.Public Schools Division Supervisor
e. Representative from Finance Division
Note:
f. Division SBM Coordinator
The composition of the team shall comprise
g. M & E Focal Person/Planning Officer of at least seven (7) members.

to ensure the quality of the SIP
Task of the
Committee:
Major Consideration
to look on the important parts rather than focus on
the technical aspects, e.g. grammar, coherence, etc.
What they will look into?

Task of the • Check the accuracy of the data
Committee: • Consistency of the activities to the objectives of
plan
• Take note of the technical assistance that would be
provided to help the schools improve their SIPs
Appraisal Process
The SIP appraisal shall be done using the SIP Quality
Assessment (QA) Tool by the DAC.
SIP Quality Assessment (QA) Tool is a tool to check if

the SIPs meet the quality standard.
Appraisal Process
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.
Approval of the SIP
If the School Improvement Plan is found to be on standard, the
Division Appraisal Committee approves it.
shall submit the SIP to the SDS for

approval and issuance of certificate of
acceptance/ approval to the schools.
START
SCHOOL SUBMITS SIP TO PSDS FOR REVIEW

AND ENDORSEMENT TO DIVISION APPRAISAL COMMITTEE
SIP
PSDS PROVIDES TECHNICAL
APPRAISAL Meet
expectation no ASSISTANCE TO THE SCHOOL
PROCESS
yes
FLOW
SCHOOL SUBMITS SIP TO DIVISION APPRAISAL
COMMITTEE
Meets
no
DAC PROVIDES TECHNICAL
expectation ASSISTANCE TO THE SCHOOL
yes
DIVISION APPRAISAL COMMITTEE RECOMMENDS SIP

FOR APPROVAL
SDS APPROVES THE SIP AND ISSUES CERTIFICATE OF END

ACCEPTANCE
Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V
DIVISION OF CAMARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur
awards this
CERTIFICATE OF ACCEPTANCE
to
Sample Certificate of
Acceptance _____________________________________________________________________
(NAME OF SCHOOL)
For having successfully complied and met the requirements and standards of the Department
of Education as mandated by DepEd Order 44, s. 2015.
Given on the _______day of ____________________201___.
_______________________________________
Schools Division Superintendent
Dios mabalos po!


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School

SDO Camarines Sur Caring, Engaging, Serving with United Heart

SDO Camarines Sur Caring, Engaging, Serving with United Heart

School Year 2019 – 2022

The Cover Page School of the Future

School Year 2019 – 2022

DepEd – Department of Education

Include all acronyms used in the SIP

DepEd – Department of Education

Include all acronyms used in the SIP

LIST OF TABLES AND ILLUSTRATIONS

Illustration 1. (Title of Illustration)

CHAPTER 1: Department of Education Vision, Mission,

 aspirations for the school and learners

CHAPTER 1: Department of Education Vision, Mission,

SPT timetable in the preparation, implementation,

Content Check for CHAPTER 1: Department of Education

 List of roles and responsibilities of all SPT members

Important Notes to Remember:

 Suggested number of pages: 1 to 2

 Additional references: ESIP Guidebook (pages 4 – 10)

Presents a brief discussion on the school

In the discussion, emphasize the

Creates a picture of the school’s current

 School-Community Data Templates (Annexes 1A to 2C)

 Gap Analysis Template (Annex 3)

School-Community Data Templates (Annexes 1A to 2C)

present the alarming data that need to be

Gap Analysis Template (Annex 3)

Identify the gaps that need to be prioritized

Highlight the school’s achievements in areas where it excel or

The school’s current situation should not exceed one

Priority Improvement Areas

present the List of Priority Improvement Areas

A sample listing will suffice.

CRITERIA DESCRIPTION SCALE

Strategic The number of other improvement

CHAPTER 2: Assess Priority Improvement Areas

In the Planning Worksheet

Ex. PIA is “low English

must be aligned with IO5

write the corresponding

Ensure that this

Processes involve before the conduct of actual

Root Cause Analysis

A focused Write in this section the result of

Root Cause Analysis LEARNING

the Planning Worksheet

Time Frame LEARNING

Planning Worksheet LEARNING

IO4: Learners actively participate in their learning

involved in the SIP environment

LEARNING TIME FRAME

Content Check for CHAPTER 2: Assess

 List of PIAs (Annex 4)

 Annex 5 or Planning Worksheet - completely filled

Important Notes to Remember:

 Suggested number of pages: 3 to 5

 Additional references: ESIP Guidebook (pages 11 - 21)

EXAMPLE (List Root Cause-Solution)

Program Work Plan and Budget Matrix

• It is important to make this projects manageable to provide the team

Thus, in cases where there are major projects that

Given on the _day of ____________201_.