SIP THIRD CYCLE SEMINAR WORKSHOP

July 21-22, 2014

SIP GUIDE:
I.
II.
III.

IV.

V.
VI.
VII.
VIII.
IX.

VISION, MISION, Core Values

Objectives and Targets
Situational Analysis
A.
Situation Of Children/Learners
B.
Environmental Scanning
. External Analysis
. Internal Analysis
. SWOT ANALYSIS
Strategies
Access
Quality
Governance
Action Plan for Three Years
Three -Years Work And Financial Plan (3YWFP)
Annual Implementation Plan (AIP)
Monitoring And Evaluation Arrangements
ANNEXES

School Improvement Plan

- is the main vehicle through which schools will proceed down the path to improvement. It is carefully structured to
focus on key goals and strategies which will lead to greater student learning and a more effective school organization. With the
institutionalization of the SBM thru RA 9155, the governance of Basic Education Act in 2001, led to the Formulation of the SIP
which serves as the mechanism to support SBM implementation at the school level.
GUIDING PRINCIPLES:

The SIP shall be anchored on the Dep-Ed vision, mission and core values
The SIP shall be the results-based, child and learner- centered.
The planning process shall be participatory, engaging the various stakeholders in the process of dialogues and consensus-building

Part I. VISION, MISSION, CORE VALUES (National Standard)

Part II. Objectives and Targets Setting
-1
SPECIFIC
OBJECTIVES

2
KEY
RESULT
AREA

Performance Indicators
BASELINE

(4) (Target)
SY
1

1.

SY 2

SY 3

Statement of objectives and targets:

Part III: Situational Analysis and Objective/Target Setting:

III.1 Access
Explain the objective and expected output of the session as indicated above. First, we will be looking at the current situation of our
children and learners in terms of access, and set corresponding objectives and targets. Recall the definition of access as presented in the
preceding session.
State the following:
One most important information we need to know is the total no. of children from 5 to 17 yrs. old in the community. These are the
children who need to be in kindergarten/school and finish schooling. Ensuring their access to education is a primary responsibility of the school
and community.
The other relevant data on access are the following:

No. and % of 5 yr. olds not enrolled

No. and % of 6-11 yr. olds not enrolled

No. and % of 12-17 yr. olds not enrolled

No. and % of children enrolled

No. and % of children regularly attending classes

No. of children with below 90% attendance

No. of dropouts, and the dropout rate

No. of malnourished children

No. of children with other health problems

No. of children who are victims of or vulnerable to child abuse,

Discrimination child labour, exclusion
2.

.1
Analyse the data on the above for the last three school years. Pay attention to data by age group, gender and grade level
Guide Questions:
a.
What is the prevailing trend for each of the abovementioned variable?
[Possible responses:
Increasing
Decreasing
Constantly high
Constantly low]
b.
Do you see the distinct trends by gender? By grade level?
c.
What are the three most important reasons cited a) why children are not in school, and b) why there are dropouts? Explain
that in the succeeding sessions, the Team will look more deeply on the factors affecting childrens education.

3.

Objective Setting

Set the general objective on access.

Guide question. Based on the trends, what should we generally aim for in terms of access to education?
[Two possible answers:
To expand (or strengthen) childrens access to education This is the suggested general objective on access if data show
there are pre-school and school-age children not enrolled, pupils/students not regularly attending classes, and/or there are school
dropouts.
OR
To maintain high level of access to education This is the suggested general objective in access if data show that all or almost all
pre-school and school-age children are in school, all or almost all pupils/students are regularly attending classes, and/or there are no or almost no
dropouts. ]
Write the stated general objective on access on the board. Explain that this should be broken into specific objectives.
Set the specific objectives on access.
Guide Question. Based on the observed trends, what should we aim for in terms of the following variables:

No. and % of 5 yr. olds not enrolled

No. and % of 6-11 yr. olds not enrolled

No. and % of 12-17 yr. olds not enrolled

No. and % of children enrolled

No. and % of children regularly attending classes

No. of children with below 90% attendance

No. of dropouts, and the dropout rate

No. of malnourished children

No. of children with other health problems

No. of children who are victims of or vulnerable to child abuse, discrimination, child labour, exclusion
Guide the team as follows in setting specific objectives:
Our aim is to decrease each of the following variables or to maintain it at zero level, whichever is applicable.
[Ex. of specific objective: To decrease the dropout rate]

No. and % of children (5, 6-11, and 12-17 yr. olds) not in school or OSC

No. and % pupils/students with below 90% attendance in class

No. of dropouts, and the dropout rate

No. of malnourished pupils/students

No. of pupils/students with other health problems

No. of pupils/students who are victims of or vulnerable to child abuse, discrimination, child labour, exclusion
Our aim is to increase each of the following variable or maintain it at 100%, whichever is applicable.

No. and % of children enrolled in school

No. and % of children regularly attending classes

Target Setting
State the following:
To be able to gauge that we have accomplished our objectives, we need to set clear targets for each
A target should be specific, attainable and time bound
We will set a target for each of the school years covered by the SIP period10. Fill up the above table as follows:
10.1 On column (1), write the agreed specific objectives for access one objective per row. Column 2, write the key result area
10.2 On column (3), write the corresponding current-year value corresponding to each specific objective as determined in Activity 1
no. 4 above.
10.3 For column (4), agree on the targets for school year (SY) 1, SY 2, and SY 3 consistent with the direction of the corresponding
specific objectives.
IMPORTANT: By the end of SY 3, the school should have achieved the following targets implied by the shared vision, particularly the DepEd
vision. In other words, these should be the targets for SY 3:
% of 5-year olds not enrolled : 0
% of 6-11 year-olds not enrolled : 0
% of 12-17 year-olds not enrolled : 0
% of children enrolled : 100%
% of children regularly attending classes : 100%
% of pupils/students with below 90% attendance in class : 0
Dropout rate : 0
No. of malnourished pupils/students : 0
No. of pupils/students with other health problems : 0
No. of pupils/students who are victims of or vulnerable to child abuse, discrimination, child labor, exclusion : 0
11. After filling up the abovementioned table, secure the Teams concurrence/affirmation by asking them the following:
Do we all agree on these objectives and targets?
Shall we commit to contribute and support one another in reaching these objectives and targets?

III.2 Quality
State: We have analysed the current situation of children in terms of access, and have set the general and specific objectives and
corresponding targets for this key outcome. We will now do the same for Quality.
Situational Analysis
State the following:
The available relevant variables for Quality are:

No. of Grade 3 and Grade 6 pupils who were non-readers

No. of Grade 3 and Grade 6 pupils who were at frustration levels

No. of pupils/students with Mastery level based on the NAT scores

Increase in the number of learners who scored superior and upper average in the NAT

Decrease in the number of learners who scored lower average and poor in the NAT
In addition, we have some information from the FGDs we have conducted among parents and pupils that provide insight on a measure of
quality which is extent to which our children have imbibed the core values of Maka-Diyos, Makakalikasan, Makatao at Makabansa.
4. Analyze the data on the abovementioned variables. Pay attention to data by age group, gender and grade level.
Guide Questions
a. What is the prevailing trend for each of the abovementioned variable?
Possible responses:
Increasing.

Decreasing.
Constantly high.
Constantly low.
b. Do you see distinct trends by gender? By grade level?
Present the results of the FGDs, particularly on the extent to which the children have imbibed the core values of Maka-Diyos, Makakalikasan,
Makatao at Makabansa.
Objective Setting
Set the general objective on quality.
Guide question. Based on the trends, what should we generally aim for in terms of the quality to education?
Two possible answers:
To improve (or strengthen) the quality of education This is the suggested general objective on quality if information show that (a) there are
pupils/students who are non-readers or at frustration level, (b) not performing well in terms of NAT scores, and/or (c) the children have not
adequately imbibed the core values.
OR
To maintain high level of access to education This is the suggested general objective on access if information show that (a) all or almost all
pupils/students are proficient in reading, (b) performing well in terms of NAT scores, and the children have adequately imbibed the core values.
Write the stated general objective on quality on the board. Explain that this should be broken down into specific objectives.
Set the specific objectives on quality.
Guide question. Based on the observed trends, what should we aim for in terms of the following variables:

No. of Grade 3 and Grade 6 pupils who are non-readers

No. of Grade 3 and Grade 6 pupils who are at frustration levels

No. of pupils/students with mastery level based on the NAT scores

No. of children who imbibed the core values

Guide the Team as follows in setting specific objectives: Our aim is to decrease each of the following variables or to maintain it at zero level,
whichever is applicable.
[Ex. of specific objective: To decrease the no. of Grade 3 pupils who are at frustration level]

No. of Grade 3 and Grade 6 pupils who are non-readers

No. of Grade 3 and Grade 6 pupils who are at frustration levels

Our aim is to increase the number of pupils/students with Mastery level based on NAT scores or maintain it at 100%, whichever is
applicable.
We also aim that all children imbibe and apply the core values.
Target Setting
IMPORTANT: By the end of SY 3, the school should have achieved the following targets implied by the shared vision, particularly the
DepEd vision. In other words, these should be the targets for SY 3:

No. of Grade 3 and Grade 6 pupils who are non-readers : 0

No. of Grade 3 and Grade 6 pupils who are at frustration levels : 0

No. of pupils/students with mastery level based on the NAT scores : 100%

No. of children who imbibed the core values : all children

After filling up the abovementioned table, secure the Teams concurrence/affirmation by asking them the following:
Do we all agree on these objectives and targets?
Shall we commit to contribute and support one another in reaching these objectives and targets?

III.3 Governance
Recall the definition of governance as presented in Session 1.
Discuss the implication of the current situation of children and learners, as well as the objectives and targets set on access and quality, in terms of
the governance of the educational system.
Guide questions
What does the current situation of children and learners in terms of access and quality suggest about the state or quality of governance of childrens
education in the community? Ask the Team to explain their responses. [Possible answers: Poor access and quality suggest poor or ineffective
governance.]
What should be our general objective on governance, consistent with our access and quality objectives?
[Possible answer: To strengthen governance]
Post the response using the template below:
Considering the nature of governance of education as shared governance among all stakeholders, what specific objectives can we formulate and
commit to achieve?
[Possible answers:
To strengthen the collaboration between the school, parents and the LGU
To educate stakeholders on their roles and responsibilities in ensuring access and quality of education]
Post the responses in the template above.
Explain that the Team will look in greater detail on the extent of governance of the education system in the succeeding sessions on External and
Internal Analysis. The column on targets for governance in the matrix above need NOT be done during the present session. The target setting will
be done after the external and internal analysis. The table above will be revisited then.

SAMPLE OUTPUT ON SITUATIONAL ANALYSIS

A. Situation of Students/Learner:
a. Access to Education
ACCESS TO EDUCATION:

Relevant Data

No. and % of 12-17 year old not enrolled

2012-13
86 children who belong to -12-17 year olds are not enrolled

b. Quality in Education
QUALITY IN EDUCATION

Relevant data

No. of students with mastery level in NAT Scores

2011
78.87

2012
62.67

2013
66.01

Analysis
2012-2013-based on survey, some of the 12-17 year old children most especially
in the far flung barangays are not enrolled due to many factors that hinders
their right to education. There is no exact number as to how many students are
not enrolled in high school but based on family mapping survey, there are
children who are reported by the barangay officials to be out of school youths.
These children are considered to be victims of child labor because of the
economic status of their parents who cannot afford to send them to school for
financial problem. Other children preferred to work in Manila while some
others just work as helpers just to earn a living in the town proper.
Analysis
As gleaned in the NAT results, about 60% of the students has attained the
mastery level in NAT Scores for the last 3 consecutive years. The result of the
NAT from 2011-2013 is fluctuating and it has not achieved the National standard.
The school has to do something to improve the NAT results. Intervention

programs have to be identified and implemented to increase the academic

performance.

c. Governance in Education
GOVERNANCE IN BASIC EDUCATION

The current situation of students in terms of access, quality

and governance of the learners in education of the community.

Analysis
Students are given the access to quality education thru good governance of the
community. For the underserved students, an annex high school and the Open
High School program is established to bring education closer to them. Students in
the far flung barangays can avail of the secondary education through modularized
instruction thereby giving them the opportunity to finish secondary education in
order for them to find a gainful work in the future. Adequate education supplies
such as classrooms, textbooks and learning materials, provision of major teachers
are now given the priority of the government. Repairs and constructions of
classrooms are already given the emphasis considering that Senior High School will
soon be implemented.

Part III. ENVIRONMENTALSCANNING: EXTERNAL ANALYSIS

1. Introducing External Analysis
Discuss the factors that are based and operate within the school while others are based and operate outside the school, particularly in
families, local government units, in the economy, and the community in general.
The non- school based or external factors- are those that are based and operate outside the school:
5 types of External Factors:
A. Social, Demographic and Cultural factors
B. Political
C. Economic
D. Ecological or environment
E. Technological
What effect will the factor bring about that will help a child to enrol in school, attend class regularly, perform well and complete
schooling? We will call this effect as Opportunity
What effect will the factor bring about that will prevent or delay a childs enrolment, regular attendance, performance and completion of schooling/
We will call this effect as Threat.
A Factor may bring about an opportunity or threat or both. It also interacts with other factors, and this interaction will either reinforce or weaken
its effects on a childs education.
2. Analyzing Social, Demographic and Cultural Factors
Social, demographic and cultural factors are those elements that define the community as a social and cultural entity. Such elements
include, but not limited to the ff:
1.
Size, density and distribution by age and gender of the population in the community
2.
Ethnic and cultural diversity of the population- or the populations distribution by ethnicity, language, religion
3.
Physical movements of the population (migration)
4.
Knowledge, beliefs, norms, practices, systems and institutions that define or influence social behaviour and movements
5.
Household-based factors such as family income, occupation of members, economic
activities and other factors that affect the households preference for goods and services
FACTOR

DATA

OPPORTUNITY

THREAT

On column 1 write down the significant factor that affects the childrens education, based on the available data, identify at most 3 factors.
On Column 2 write the fact/trend about the factor, based on available information.
On column 3 write down the opportunity, if any, arising from the identified factor and corresponding data, which help or support childrens
education.
On column 4- write down the threat, if any, arising from the identified factor and given data, which hinder or adversely affect childrens education.
3. Analyzing Political Factors
Define and describe political factors, as follows:
Political factors are those elements that define or influence the way the community is governed. Such elements includes, but not limited
to the ff:
Laws, policies, rules and regulations as well as changes on these
Legal and political systems, institutional processes such as the local government unit
Political forces (group or individual) and political dynamics
in the community including existence of political and ethnic conflicts and related hostilities
Peace and security situation
4. Analyzing Economic Factors
Define economic factors, as follows;
Economic factors are those elements that define or influence the economic level or status and growth of the community and how goods
and services are produced, distributed and consumed in the community.
Such elements includes, but not limited to the following:
Productive capacities and activities as well as practices in the community,
particularly the prevailing industries, occupations, major resources and major products in the community
Use of child labor
Presence of infrastructures and services that facilitate economic and trading activities, e.g. farm to market road
Economic or industrial trends and shifts, including price trends
Spending power of household and prevailing consumption patterns
Analyzing Ecological or Environmental Factors
Define Ecological or environmental factors, as follows:
Ecological or environmental factors are those elements that define the natural resource-based capacity of the community to sustain its
population as well as the communitys adaptability or resilience to natural disasters and climate
Change.
Such elements include, but not limited to the ff:
Presence of natural resources
Terrain, physical landscape or geography of the community

Vulnerability to climate change and natural as well as man-made disasters such as typhoons, floods, earthquakes, epidemics,
And armed conflicts
Preparedness of the community to said disasters
6. Analyzing Technological Factors
Technological factors are those elements that define or influence the communitys methods of production, communication and
transport.
Such element includes, but not limited to:
Availability of electricity/power
Digital technology and internet connectivity
Indigenous technologies

ENVIRONMENTAL SCANNING: INTERNAL ANALYSIS

1. Introducing Internal Analysis
Childrens education is affected not only by external or non-school factors.
Equally important are the factors that are based and operate within the school, notably the ff:
* Physical infrastructure (classrooms., seats, library, toilets, etc.)
* Teacher (Number and Quality)
* Textbooks and other materials
* Existing education programs and projects
* Non-Teaching/ administrative personnel
* Financial resources
(1)
Factor

(2)
Strength

(3)
Weakness

2.Analyzing the Schools Physical Infrastructure

The schools physical structure is the physical facilities (Buildings)furniture and equipment) present in the school such as the ff; items:
* classrooms
* seats, blackboards, bulletin boards, desks
* Computers
* Water and sanitation facilities, including toilets
* library
* Playground
* Canteen
* Clinic
3. Analyzing Teachers
* Number of Teachers
* Pupil-Teacher ratio by grade level
* Quality of teachers-they meet the desired competencies based on NCBTS
* Presence of Master Teachers
* Have a mechanism for sustained school-based training for teachers
* Existing program/project being implemented in the school, including alternative delivery mode (ADM) and other innovative
interventions, to address or compensate for the lack of quality teachers in the school.
4. Analyzing the Textbooks and other Learning Materials
* No. of textbooks/learning materials relative to the school population
* Textbook-pupil/student ratio
* Quality of textbooks/learning materials
* Existing program/project being implemented in the school, including alternative delivery mode (ADM) and other innovative
interventions, to address or compensate for the lack of quality textbooks.
5. Analyzing Non- Teaching Personnel
* No. of non-teaching personnel relative to the school population
* Non teaching personnel possesses and demonstrate qualities and exhibit behaviors that are consistent with the vision of a
child-friendly, gender-sensitive, safe and motivating environment
6. Analyzing Financial Resources
* MOOE
* Local School Board
* Availability of foreign grants
7. Revisiting the Objectives & Targets for Governance
* Classroom-Pupil ratio
* Seat-pupil ratio
* Toilet- Pupil ratio
* Teacher-Pupil ratio
* Text-book- pupil ratio

ENVIRONMENT SCANNING

A. External Analysis
Level 1: Macro Environment Assessment
Factors

Opportunities

A.
SOCIAL FACTORS
1. Population
2. Health
3. Gender
4. Income levels
B.
POLITICAL
1.
Laws
2. Procedures
C. Economic
D.

ECOLOGICAL/ENVIRONMENTAL

E. Technological
1.Natural
Resources
Calamities
2.FREQUENCY

and
OF

Threats

CALAMITIES
F. ECONOMICS

B. Introducing Internal Analysis

Findings

STRENGTH

Physical Infrastructures

2. As shown above, the SWOT Analysis generates four (4) types of strategic interventions.

Formulate this interventions by answering the following questions:

For Box A: In what ways can the school use its strengths to take advantage of the opportunities, and thereby achieve its objectives and
targets?
For Box B: In what ways can the school overcome its weaknesses to take advantage of the opportunities?
For Box C: In what ways can the school use its strengths to counteract the threats?
For Box D: In what ways can the school overcome its weaknesses to counteract the threats?
NOTE: While the SWOT Analysis is intended as a tool for strategy formulation, the participants may also include programs or projects
and activities as interventions. These should be noted down and included in the list. Encourage the group to come up with as many
interventions as they can think of, without making any judgement yet that a particular intervention is a strategy, program,
project or activity. The exercise of sorting the list into these levels or categories will be done on the following session on action
planning.

Part IV. FORMULATING STRATEGIES

Formulating Strategies and Solving Problem
* Strength- Weakness- Opportunities- Threats (S.W.O.T) ANALYSIS
Obj: Based on the situation of learners and the results of external and internal analysis established in the previous sessions, the planning team have
come up a set of strategies to be pursued by the school and the community in order to achieve the objectives and targets.
1.
Introducing Strategy Formulation
A Strategy is a broadly stated intervention to achieve an outcome, objective and target. It is implemented through one or more programs
and projects.
Example:

Capacity building

Infrastructure development

Communication and advocacy

Networking

Research
Program or Project- an integrated set of specific interventions or activities to implement a strategy. A strategy is implemented thru one or more
programs or projects. A program or project usually has a distinct or identifying title
Activity- a very specific intervention comprising a program or project.
Following is an example of how a general objective flows down into a specific activity.
General Obj: To increase access to basic education
Specific Obj: Increased the number of children enrolled in school
Threat: Many parents prefer their children to work and delay the latters schooling especially for the boys.
Strategy: Reaching out and educating parents on the importance of basic education
Program or Project: Parent Advocacy and Education program
Activity: Develop IEC material
2.

Formulating Strategies (SPATRes)

General Objective: To increase access to basic education
(ACCESS; Quality; Governance)

Specific Objective: Increased the number of children enrolled in

school
Strategie
s
1.
Reaching
out and
educating
parents on
the
importanc
e of basic
education

Program
Parent Advocacy
&
Education
prog

Activities

Tasks

Resources
People

FORMAT:

Part V. Action Plan

Name of School
ACTION PLAN
SY 2014-2015
ACCESS
General Objective:
Specific Objective: 1.
Strategy 1.

Physical

Amount

Source of Fund

Program

Components /Key activities

Estimated
Peso

Program 1
Program 2
Program 3

Cost

in

Source
Fund

of

Part VI. 3 YEAR WORK AND FINANCIAL PLAN

PROJECT/
ACTIVITIES

OBJECTIVES

OBJECTIVELY
VERIFIABLE
INDICATORS
(OVI)

PHYSICAL
(2013-2016)

TARGET

FINANCIAL TARGET

SOURCE OF FUND

(2013-2016)
YEAR
1

YEA
R2

YEAR
3

YEAR
1

YEAR
2

MOVs
YEAR
3

MODE/SPTA/LGU/DepEd/Others

Part VII. ANNUAL IMPLEMENTATION PLAN

PROJECT/
OBJECTIVE
S

OBJECTIVELY
VERIFIABLE
INDICATORS
(OVI)

ACTIVITIES

SCHOOL
YEAR

FINANCIAL TARGET (2013-2016)

SOURCE OF FUND

20142015

Quarter
1
(JanMar)

MODE/SPTA/LGU/DepEd/Others

Quarter
2
(AprJun)

Quarter
3
(JulSep)

Quarter 4
(Oct-Dec)

VIII. Monitoring and Evaluation Arrangement

M & E Procedures
The School Quality Management Team (SQMT) is responsible in the monitoring and evaluation of the
programs and projects implemented by the school based on the School Improvement Plan and the Annual
Implementation Plan. M & E will be done every quarter in order to keep track on the implementation and to provide
objective information that can inform decision-making in order to continuously improve the delivery of school
services for basic education and the schools performance or health to achieve the desired education outcomes.
This will even provide valid, reliable and accurate data in decision-making to come up with possible actions and
interventions to achieve the said desired education outcomes.
The following are the procedures/processes followed in the School Monitoring Evaluation and Adjustment
(SMEA) Process:
1.Data Gathering
Data gathering is done quarterly by internal M & E Team to Teachers, SHs, & project Implementers during
the pre-work prior to SMEA.
Physical Outputs (PO) accomplished are identified from their work plans together with the standards if followed.
School Internal Monitoring and Evaluation Team (IMET) consolidate their accomplishments using PO template and
prepares the MOVs to support the report.
Includes identification of issues, facilitating and hindering factors, lessons learned and good practices encountered
by schools which are identified before the SMEA proper.
Collecting both quantitative and qualitative information
2.Data Validation
Determining if reported data are based on standards set and MOVs.
3. Data Processing and Analysis
Summary of accomplishments, issues for resolution and lessons learn presented to management.
The quantitative data can be transformed into percentages, ratios, ranks or measures of central tendency. These are
also presented in tables and graphs to show relationship between variables.
The analysis can also correlate physical outputs with funds utilized.
Analysing information required to answer the M & E questions on efficiency, effectiveness & relevance.
Agree on a set of Planning Standards
Review data and make initial conclusions.
Write conclusions
4. Management Response

Reporting of M & E results by the school IMET is used to validate information during the actual MEA.

This can be in terms of modifying the earlier strategies used, rescheduling of activities, aligning
available resources, making decisions on discontinuing the projects, etc.

5. Adjustment of Plan

Terms and reference for M and E

Chair: School Head

1.

The School Head is the process owner of the school M&E system. As process owner the school head must ensure the integrity and
efficiency of the system. This means, providing accurate, timely and relevant information to the school stakeholders. The School Head will also be the
major beneficiary of the lessons and insights generated by the M & E system.
Specifically, the following outlines the functions, roles and responsibilities of the School Head

Functions:

Manages the QAAS in the school level

Ensures implementation of SBM practice

Makes decisions pertinent to improving quality outcomes in the school

Responsibilities
Orients school stakeholders on how to operationalize the QAA and M&E system
Designates the members of the School QMT

MOVs

Designs monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules, monitoring and feedback forms);
Convenes School QMT regularly to discuss M & E concerns together with implementation team
Communicates the learners' progress to intended stakeholders
Submits quarterly accomplishment report to SDS and school stakeholders
Interacts with SDS and school internal and external stakeholders

2.

School M & E Coordinator

The M & E Coordinator is responsible for the overall M & E strategy and implementation within the school following the M
& E framework for the school. The M & E Coordinator shall report directly to the School Head and shall provide him/her
with interpretation and analysis of M & E data. The following outlines the roles and functions and responsibilities of the M
& E Coordinator

Function:

Monitors and evaluates regularly the implementation of school improvement plan

Responsibilities:

Conducts monitoring process during plan implementation

Analyses and interprets M & E data for SH and project teams

Evaluates results of SIP implementation which will be made as basis for planning interventions and
other plan adjustments

Prepares regular M & E reports and submits to SH

Interacts with SH and other members of the SQMT

3.

Department Heads/Department Chairs (2)

Function:

Manages M&E of learning outcomes

Responsibilities:

Tracks/Monitors school and learner performance

Recommends to the SH actions to improve learner achievement

Submits quarterly consolidated learners performance report to School

Head and School M&E Team

Interacts with School M&E Coordinator and teachers and department chairs.

4.

5.

SPT Representative (Parent/LGU Rep)

Function:

Monitors the implementation of SIP

Responsibility

Updates M & E plan during SIP revisit

ICT Coordinator /Computer teacher
Function:

Manages School Information System (SIS)

Responsibility:

Gathers, records, organizes, stores data, and ensures that school records are
complete and up to date

Interacts with School M&E coordinator and Department Chairs

The M & E Plan

Below is the M and E plan of the school to facilitate the actual implementation of the programs and projects
cited in the SIP AIP to ensure quality results. The plan will determine whether the targeted program has been
achieved or not and that will tell us if it needs improvements.

Time Frame

June

July

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

/
/

THE School M & E Structure

School
Head

School ICT
Coordinator

School M&E
Coordinator

Departmen
t
Head

2 SPT
Representati
ves

Figure 4: M&E Structure and Communication Flow

SIP IMPLEMENTATION M&E TOOLS

1. ELEMENTS OF SIP IMPLEMENTATION M&E FRAMEWORK
The table below shows the elements of the SIP Implementation M&E Framework and the instructions for filling up each
column of the template. This framework guides both progress (output) monitoring and outcomes (results) evaluation.
COLUMN
1

ITEM
SIP Outputs

Indicator/s

Data Source

Method of Collection

5
6
7

Timing of Collection
Data Gathering
Report Schedule

INSTRUCTIONS
List the outputs of SIP/AIP
Identify for each output, the information that will tell the achievement of
project objective. This is a qualified/quantified parameter which details the
extent to which an objective has been achieved
Identify the source where the measure of the attainment of objectives can
be obtained (ex. BEIS, Teacher observation /performance report, SARDO
Monitoring Form, OSY Tracking system, child health and nutrition chart,
etc.)
Indicate the strategy that will be employed to collect the data (ex.,
Document review, interview, direct observation, survey questionnaire, FGD,
etc.)
Identify as to when the data collection will happen
Indicate the unit/person responsible for data collection
Identify the when the result/s will be reported

2.. SIP IMPLEMENTATION M&E FRAMEWORK MATRIX

(The M&E framework matrix of the school for its SIP implementation should be cooperatively done by the members of the
School Quality Management Team headed by the School Head.

RESULTS M&E

PROJECT OBJECTIVES/ OUTPUTS

(O#)
Purpose level objective:

INDICATOR/S

DATA SOURCE

DATA COLLECTION
METHOD
TIMING

Component Objectives: Prov. Of

Access
Component 1: Phys Facilities
Component 2: LRM
Component 3: Ancillary
Component 4:

SIP IMPLEMENTATION M&E FRAMEWORK MATRIX

(CONTINUED)
PROJECT
OBJECTIVES/
OUTPUTS (O#)

INDICATOR/S

DATA
SOURCE

DATA COLLECTION
METHOD
TIMING

DATA
GATHERER

REPORT
SCHEDULE

DAT

PROGRESS

Outputs

3. SIP-AIP PHYSICAL ACCOMPLISHMENT FORM

School:

District:

Month/Year:
.

School Year:

PROJECT/OUTPUT

PHYSICAL OUTPUT
TARGET
ACTUAL

BUDGET

FINANCIAL TARGET
EXPENDITURE

NOTE: Write only those outputs with physical

LEGEND: % - Percentage of Accomplishment = (Actual divided by
and financial targets.
Target) x 100
4. SIP-AIP PHYSICAL OUTPUT TRACKING FORM

Name of School:

Overall Status Classification:

Date of SIP Acceptance

Evaluation Period (Please check):

SIP Time Frame:

o AIP Year 1

o AIP Year 2

o AIP Year 3

OBJECTIVES:
The SIP-AIP Physical Output Tracking Form is meant to help:
a. Determine the quarterly progress of the school based on the planned annual (AIP) targets
b. Articulate the adjusted target of the school given the end of quarter status
c. Calculate the percentage of annual accomplishment versus the planned annual targets
d. Capture the unprogrammed / unplanned outputs of the school based on emerging requirements

INSTRUCTIONS: SEE EXCEL FILE

5. SIP THREE-YEAR REPORT ON PHYSICAL OUTPUT AND FINANCIAL STATUS OF PROJECTS & PROGRAMS

% Done

Actual

Target

YEAR 3
% Done

Actual

% Done

Actual

Target

Target

FINANCIAL
YEAR 2

YEAR 1
% Done

Actual

YEAR 3
Target

% Done

Actual

% Done

Actual

PHYSICAL
OUTPUTS

Target

YEAR 1

Target

PHYSICAL OUTPUT
YEAR 2

NOTE: USE ADDITIONAL PAGES IF NEEDED

ROLES AND RSPONSIBILITIES OF THE SCHOOL PLANNING TEAM

STAKEHOLDER
School Head

ROLES AND RESPONSIBILITIES

Initiates the convening of the School Planning Team

Provides leadership and guidance in the development of the plan, clearly explains the SIP planning process to
the planning team, and helps them understand their role in the process
Facilitates (as need be) the actual planning workshop
Discusses the schools current program

Teachers

Provide needed information relative to teaching and learning process and programs
Actively participate during the development of the SIP-establishing priorities, setting goals, and formulating
implementation strategies for the plan

Parents

Share their childrens experiences in school, their insights about what their children need to learn and the
difficulties they face in school, their aspirations for the school and their children; present other areas of
concerns; and participate in setting goals, strategies, and priorities of the school
Commit available resources in the implementation of the plan

Students

Share insights about their learning experiences-what they enjoy doing, what they feel uncomfortable with in
school or school task where they find difficulty in-and participate in setting goals, strategies, and priorities of
the school.

School Governing Council

Actively participates in the development of the SIP by

Establishing priorities and setting goals and strategies for school improvement

Barangay and LGU Representatives

Share valuable information on the interest and concerns of the community in school improvement and
participate in setting goals, strategies and priorities of the school
Commit available resources in the implementation of the plan

Part IX. Annexes