School

Improvement
Planning (SIP)
Guide
OUTLINE
 Definition of Terms
 Glossary of Acronyms
 Introduction: The School-Community Planning Process - An
Overview
 Preparatory Activities
 Session 1: Opening, Levelling Off and Perspective Setting
 Session 2: Situational Analysis of Children and Learners
 Session 3: Situational Analysis: The Community
 Session 4: Situational Analysis: The School
 Session 5: Setting Objectives and Targets
 Session 6: Formulating Strategies
 Session 7: Action Planning
 Session 8: Closing the Workshop
 Post-Workshop Activities
Appendices

Appendix 1 School-Community
Data Template
Appendix 2A FGD Guide for Pupils
Appendix 2B FGD Guide for Parents
Appendix 3 DepEd Standard Ratios
GUIDING PRINCIPLES
The formulation of the SIP shall be guided by the
following principles:

 The SIP shall be anchored on the DepEd vision,

mission, and core values.

 The SIP shall be evidence and results-based,

child and learner-centered.

 The planning process shall involve the active

participation of all education stakeholders in
the school and community.
The School Improvement Plan

I DepEd Vision, Mission and

Core Values Statement
II Situational Analysis
A. Situation of Children/Learners
B. The Community
C. The School
III Objectives and Targets
IV Strategies
V Action Plan
VI Monitoring and Evaluation
PLANNING PROCESS

Preparatory Phase
This involves secondary data gathering and
consolidation using the School-Community Data
Template [Appendix 1], primary data gathering
through the conduct of focused group discussions
[See Appendix 2 for FGD guide] and forming the
School-Community Planning Team.
PLANNING PROCESS
Conduct of SIP Workshop
This is done within duration of at least three (3)
days and consists of the following sessions:
 Opening, leveling off and perspective setting
 Establishing the situation of children/learners
 Analyzing the situation of children and learners
 Analyzing the situation of the community
 Analyzing the situation of the school
 Setting objectives and targets
 Formulating strategies
 Preparing the Action Plan
 Establishing the monitoring and evaluation arrangements
 Closing session
Appendix 3 presents a sample SIP Workshop Program of Activities.
PLANNING PROCESS

Post-Workshop Activities
This involves the finalization of the SIP and its
submission to the Division Superintendent.
 Preparation of Physical and Financial Plan
 Tasking by Program, Project or Activity
 Writing the SIP
How to Use this SIP Guide
1. This Guide is intended for use by the
principal who is expected to lead the planning
process. It serves as the Facilitator’s Guide for
(a) the main facilitator who may either be the
principal himself/herself or someone else
whom the principal designates or invites as the
main facilitator, and (b) alternate facilitators or
co-facilitators, if any.
How to Use this SIP Guide
2. This Guide should NOT be distributed to
the members of the SPT.

3. The principal/main facilitator/co-

facilitator should read this Guide before the
start of the SIP Workshop. He/she should
also read a session module before the start
of the session. He/she should NOT read
the Guide/module during the
Workshop/session.
How to Use this SIP Guide
4. While the Guide prescribes certain
techniques of facilitation, the principal/main
facilitator/co-facilitator may use other
techniques as deemed appropriate.

5. This Guide should be read and used along

with the Resource Book which contains
reference materials on specific subject
matters relevant to the preparation of the
SIP.
PREPARATORY ACTIVITIES
Organizing the School-Community Planning Team
(SPT)

The standard composition of the team is as follows:

 School head
 Parent representative
 Student representative
 Teacher representative
 Community leader
 Barangay official
 Member of BDRRMC
 Member of Child Protection Committee
PREPARATORY ACTIVITIES
Data gathering and consolidation

Fill up the School-Community Data Template using

available data. Request concerned Team members and
LGU offices for information on the social, economic,
political ,and environmental condition of the community. It
is most important that the Team obtain data on the total
population of children in the community by age group.

Conduct a focus group discussion (FGD) with parents and

pupils to gather household-based information on children’s
situation and learning context. [See Appendices 2-A and
2-B for the guide on how to do the FGD.]
SESSION 1:
OPENING, LEVELING OFF AND PERSPECTIVE SETTING

Objective and Expected Output of the Session

By the end of the session, the Planning Team will have been
oriented and levelled off on the following:

 Overview of the school-community planning process

 Vision, Mission Statement and core values of the
Department of Education (DepEd)
 Key outcomes – access to, quality and governance of
Basic Education

The SIP shall be anchored on the Vision and Mission

Statement and the Core Values of the Department of
Education. It is therefore important that we all know,
understand, and embrace these.
SESSION 1:
OPENING, LEVELING OFF AND PERSPECTIVE SETTING

Activity 1: Opening and Overview

Activity 2: Sharing of vision and aspirations

Activity 3: Presentation of the DepEd Vision, Mission, and

Core Values

Activity 4: Orientation on the Key Outcomes

SESSION 1:
OPENING, LEVELING OFF AND PERSPECTIVE SETTING

Key Outcome 1:
Access means that every pre-school and school-age child in
the community, regardless of gender, ethnicity, religion,
economic status and physical condition, is enrolled in
kindergarten/school -- or reached and served by the
kindergarten/school -- and able to complete basic education.

Our children should be given equal opportunity to education

which will provide them with the values and competencies
that will “enable them to realize their full potential and
contribute meaningfully to building the nation”.
SESSION 1:
OPENING, LEVELING OFF AND PERSPECTIVE SETTING

Key Outcome 2:

Quality means that every child is learning with mastery and is

able to imbibe the core values of “Maka-Diyos, Makakalikasan,
Makatao at Makabansa”.
SESSION 1:
OPENING, LEVELING OFF AND PERSPECTIVE SETTING

Key Outcome 3:

Governance means shared governance where all stakeholders

in the school and community are aware and perform well their
respective roles and responsibilities in protecting and
promoting “the right of every Filipino to quality, equitable,
culture-based and complete education”. Both school and
community stakeholders are accountable in providing the
children a “child-friendly, gender-sensitive, safe and motivating
learning environment”.
SESSION 2:
SITUATIONAL ANALYSIS OF CHILDREN AND LEARNERS

Objectives and Expected Outputs of the Session

By the end of the session, the Planning team will have

come up with the following:

 Analysis of the situation of children and learners in the

community in the context of the key outcomes: access,
quality, and governance

Activity 1: Situational Analysis: Access to Education

Activity 2: Situational Analysis: Quality of Education
Activity 3: Situational Analysis: Children’s Participation in
Governance
SESSION 2:
SITUATIONAL ANALYSIS OF CHILDREN AND LEARNERS

Relevant data on Access to Education

o Total number of children aged 5 to 17 years old in the community
o No. and % of 5-year-olds not enrolled
o No. and % of 6-11 year-olds not enrolled
o No. and % of 12-17 year-olds not enrolled
o No. and % of children enrolled
o No. and % of children regularly attending classes
o No. of children with below 90% attendance
o No. of dropouts, and the dropout rate
o No. of malnourished children
o No. of children with other health problems
o No. of pupils/students who are victims of or vulnerable to child
abuse, violence, exploitation, discrimination, bullying, child
labor, exclusion, and other forms of abuse, if any
o No. of pupils/students with exceptionalities provided with
appropriate interventions, if applicable
SESSION 2:
SITUATIONAL ANALYSIS OF CHILDREN AND LEARNERS

Relevant indicators on quality:

o No. of Grade 3 pupils who are non-readers

o No. of Grade 3 and Grade 6 pupils who are at frustration
levels
o No. of pupils/students with Mastery level based on the
NAT scores
o Increase in the number of learners who scored superior
and upper average in the NAT
o The extent to which our children have imbibed the
core values of Maka-Diyos, Makakalikasan, Makatao
at Makabansa
SESSION 2:
SITUATIONAL ANALYSIS OF CHILDREN AND LEARNERS

Guide questions for situational analysis on children’s

participation in governance:

a. To what extent are the children participating in the governance

of their education?
b. How aware are they of their roles and responsibilities on this
aspect?
c. What are the mechanisms or ways that encourage and
strengthen children’s participation in governance?
d. What are the barriers/bottlenecks that weaken, hinder or
discourage children’s participation in governance?
SESSION 3:
Situational Analysis: The Community

Activity 1: Introduction
 Objective and Expected Output of the Session

By the end of the session, the Planning team will have

come up with an analysis and list of the important
factors operating in the community that impact
on children’s education positively and negatively.
SESSION 3:
Situational Analysis: The Community

STEPS TO BE DONE:

1. Define external factors.

Activity 2: Analyzing Social,
Demographic and Cultural Factors
Social, demographic and cultural factors :
 Size, density and distribution by age and gender of the
population
 Ethnic and cultural diversity of the population
 Physical movement of the population, i.e. migration
 Knowledge, beliefs, norms, practices, social systems and
institutions such as the family
 Household-based factors (such as family income,
occupation of members, and economic activities)
 Presence of day care centers
 Presence of other schools in the municipality/city
Activity 3: Analyzing Political Factors

Political factors :
 National and local laws, policies, rules and
regulations
 Legal and political systems, institutions, and
processes such as the LGU
 Political forces (group or individual) and political
dynamics, including existence of political and ethnic
conflicts and related hostilities
 Peace and security situation of the community
Activity 4: Analyzing Economic Factors

Economic factors :
 The community’s main sources of income
 Other economic or productive activities or practices
in the community
 Emerging or new industries
 Demand for new products
 Child labor practices
 Infrastructures and services that facilitate economic
and trading activities, e.g. farm to market road
 Spending capacity of households and how they budget
their income
Activity 5: Analyzing Ecological or
Environmental Factors

Ecological or environmental factors :

 Natural resources in the community
 Terrain or physical landscape of the community
 Vulnerabilities of the school and community in
terms of emergencies, disasters, and climate
change
 Existing structures/offices and support
mechanisms in the community that address the
abovementioned vulnerabilities
 Local or international NGO and/or private
organization working on emergency/disaster
concerns that the school can partner with
Activity 6: Analyzing Technological
Factors

Technological factors:
 Access to electricity/power
 Access to digital technology and Internet
 Indigenous technologies which can be of
use to teaching and learning
SESSION 3:
Situational Analysis:
The Community

STEPS TO BE DONE:

2. Ask the participants to give other examples of

external factors. This is to ensure that they
understand the concept.
3. Construct the following template on a manila
paper and post it on the blackboard.

FACTOR DATA POSITIVE NEGATIVE

EFFECT EFFECT
SESSION 3:
Situational Analysis: The Community
STEPS TO BE DONE:
4. Ask the participants to identify three (3) to five (5) social,
demographic and cultural factors that most significantly
affect the schooling of children in the community. Write
the responses under Column (1).
5. Analyze each factor one by one.
Guide Question:
What does available data tell us about the factor in terms of
its impact on access, quality and governance of basic education:
does it or will it bring about a positive effect, negative effect,
or both? Describe this effect. .
SESSION 3:
Situational Analysis: The Community
STEPS TO BE DONE:
6. Write the responses on the template
above.
Other techniques may be used by the Team for this activity, such as
use of meta-cards or making a PowerPoint presentation.
Under Column (2), write the data noted by the participants.
Under Column (3), write the positive effect suggested by
the data.
Under Column (4), write the negative effect by the data.

7. Close the activity by summarizing the

final output.
 FACTOR POSITIVE EFFECT NEGATIVE EFFECT
DATA

1.Population: •Imminent • At hand

In 2013, the increase in the scarcity on
population of number of school resources
Brgy. Washington probable • Prevalence of
non- beneficial
was 2 176 enrolees/
learning
reflecting a total beneficiaries to environment
growth rate of basic education
6.49 % from 1, •Increase fund
926 in 2011 allocation of
MOOE
 FACTOR POSITIVE EFFECT NEGATIVE EFFECT
DATA

Legal & • Improved •Occurrence of

political discipline feud between
system among conflicting
constituents parties &
The barangay
• Protection of informal party
has imposed women and listing which
punishment children against may lead to
to offenders abuse biased
identification of
scholarship
grantees
 FACTOR POSITIVE EFFECT NEGATIVE EFFECT
DATA

The • Income •High incidence

community’s opportunities of child labor,
main sources of
for the people absenteeism &
income
drop-out
With its vast rice
field, coconut
plantation,
vegetables and
other crops, the
folks have wider
opportunities for
livelihood.
 FACTOR POSITIVE EFFECT NEGATIVE EFFECT
DATA

Natural • Available • High

resources in supply of fresh incidence of
the water shell child labor,
community
products as well absenteeism &
Presence of as gravel & sand drop-out
Catarman which could be
river at the a source
heart of the of additional
barangay income
 FACTOR POSITIVE EFFECT NEGATIVE EFFECT
DATA

Access to Availability Possible

digital exposure to
of
technology pornography
educational that may lead
Presence of programs to teenage
televisions in pregnancy/
almost all marriage
households
SESSION 4:
ENVIRONMENTAL SCANNING –
INTERNAL ANALYSIS
SESSION 5:
SETTING OBJECTIVES AND TARGETS

Objective and Expected Outputs of the Session

By the end of the session, the Planning Team will have come
up with a statement of objectives and corresponding targets
for access, quality and governance.

Activity 1: Setting Objectives and Targets for Access

Activity 2: Setting Objectives and Targets for Quality

Activity 3: Setting Objectives and Targets for Governance

SESSION 5:
SETTING OBJECTIVES AND TARGETS

General Objective on Access:

Actual Target
SPECIFIC OBJECTIVES
SY1 SY2 SY3 SY1 SY2 SY3
SESSION 6: FORMULATING STRATEGIES

Activity 1: Introduction
 Objective and Expected Output of the
Session

In this session, the Planning Team will have

come up with a set of strategies to be
pursued by the school and community in
order to achieve the objectives and
targets
SESSION 6: FORMULATING STRATEGIES

 A strategy is a broadly stated

intervention or course of action to
achieve an outcome, objective and target.
Examples of strategies are as follows:
Capacity building
Infrastructure development
Communication and advocacy
Networking
Research
SESSION 6: FORMULATING STRATEGIES

Guide Questions
a. What trends and problems did we see
concerning (i) children’s access to education,
(ii) quality of education and (iii) children’s
participation in the governance of their
education?
b. What did we note as the underlying
factors/or causes behind the problems that
we saw?
SESSION 6: FORMULATING STRATEGIES

c. What did we note as the underlying

factors/or causes behind the problems that
we saw?
SESSION 6: FORMULATING STRATEGIES

d. What specific strategies/interventions can you

propose to address the problems and improve on
the negative qualities, features or conditions that
affect our children’s education?
e. What are the major qualities, features or
conditions in the community and in the school that
you noted noted in Sessions 3 and 4 as having
positive effect or impact on our children’s
education?
f. What specific strategies/interventions can you
propose to enhance or strengthen these positive
attributes?
 SESSION 6: FORMULATING STRATEGIES

NEGATIVE CONDITIONS POSITIVE CONDITIONS

Outcome Area
COMMUNITY SCHOOL COMMUNITY SCHOOL
• Exposure to • Poor Significant Increase
ACCESS child labor implementation increase in allocation of
•Significant of Student population may MOOE fund
possibility of Tracking System lead to imminent
increase in the
students’
number of
exposure to vices probable enrolees
•High incidence of
absenteeism
INTERVENTIONS INTERVENTIONS
• Installation of functional tracking • Strengthened Project BEST
system of students for apt Guidance • Intensified implementation of
Services Early Registration & Enrolment
• Installation of Youth Peer Education Campaign
under the Guidance Services Office • Strengthened “No Collection
• Enhanced implementation of Policy” during Oplan Balik
Home Visit Eskwela
 NEGATIVE CONDITIONS POSITIVE CONDITIONS
Outcome Area
COMMUNITY SCHOOL COMMUNITY SCHOOL
• Presence of • Has not yet • Presence of • Existence of Dev.
QUALITY disoriented achieved the 75% potential donors and Reading Program
families target NAT MPS benefactors
• High incidence • 60% of student
of child labor population belong
to frustration level
(Reading
Comprehension)
• Lack of T-L
facilities to enhance
the school based
INTERVENTIONS
• Requisition of apt materials for Dev. Reading
• Development of school based Dev. Reading curriculum framework
• Utilization of NAT results for the effective delivery of RRE sessions
• Intensified crafting & utilization of K-12 based Learning Competency
Directory & Accomplishment Register
• Strengthened utilization of LCDAR based 4As structured learning plan
• Intensified crafting & utilization of K-12 LCDAR based PT TOS & TQs
• Enhanced implementation of Learning Journal- Portfolio Assessment Approach of
tracking student performance
• Enhanced implementation of Home Visit
 NEGATIVE CONDITIONS POSITIVE CONDITIONS
Outcome Area
COMMUNITY SCHOOL COMMUNITY SCHOOL
• Fund • PTA generated • Presence of • On-going
GOVERNANCE constraints to funds are not potential donors canteen
support school- enough to and benefactors operation
infra projects support school • Handiness of
IGP
(BLGU) needed
opportunities
• Poor household resources
spending
capacity

INTERVENTIONS
• Institutionalization of transparency & accountability system
• School community stakeholders’ assemblies on school’s first initiatives
• Networking for SFIs
• Community based symposia/forums on responsible parenthood
SESSION 6: FORMULATING STRATEGIES

Activity 2: Sorting the Interventions

and Firming Up the Strategies
SESSION 6: FORMULATING STRATEGIES

 Explain the difference between a strategy,

program or project and activity, as follows:
◦ Strategy – a broadly stated intervention to
achieve an outcome, objective and target.
◦ Program – an integrated set of specific
interventions or activities to implement a
strategy. A strategy is implemented through
one or more programs or projects. A
program usually has a distinct or identifying
title.
SESSION 6: FORMULATING STRATEGIES

Project - a special undertaking carried

out within a definite time frame and is
intended to result in some pre-
determined measure of goods and
services.
Activity – cluster of processes and
functions to carry out a program or
project with corresponding timelines
Example of how a general objective translates into a specific
activity:
 General Objective – To increase access to basic education
 Specific Objective – To increase the number of children
enrolled in school
 Threat – Many parents prefer their children to work and delay
the latter’s schooling especially if they are boys
 Strategy – Reaching out and educating parents on the
importance of basic education thru Barangay
Education Strategic Team (BEST)
 Program or Project – Parent Advocacy and Education
Program
 Activity – Develop Information, Education and
Communication (IEC) materials
 General Objective – To improve the quality of education
 Specific Objective – To decrease the number of learners
who are at frustration level
 Threat – 30% of grade seven entrants are at frustration
level in word recognition and 70% of them are in
the same level for reading comprehension
 Strategy – Instituting developmental reading in
all grade levels
 Program or Project – Reading Clinics according to
reading levels
 Activity – Develop instructional and assessment materials
 General Objective – To strengthen children’s participation
in the governance of education
 Specific Objective – To reduce the number of learners
who are victims of child labor
 Threat – 50% of WNHS students are exposed to child
labor in their respective households.
 Strategy – Getting in touch with parents and enlightening
them on the essence of responsible parenthood
 Program or Project – Parent Advocacy and Education
Program
 Activity – Develop campaign- ad materials and
session guides
Based on these definitions and example, lead the
Team in sorting out the list of interventions,
using the following matrix:

PROGRAMS/
STRATEGIES ACTIVITIES
PROJECTS
 SESSION 7:
ACTION PLANNING
Objective and Expected Output of the Session

 Firmed-up list of programs and projects

 Action plan that shows the sequence of programs and projects based on
relevance, magnitude, importance and urgency in a three-year period. It outlines
the major outputs and corresponding key activities the school proposes to
undertake for three (3) years based on the identified strategies, programs and
projects in Session 5.
 Annual Implementation Plan which lists down the activities that is required for
every school year to implement the action plan. Indicated for each activity are the
expected outputs, activities, lead persons, resources and timeline required.
 Monitoring and Evaluation Arrangement which detail the agreements on how
the implementation of the action plan will be monitored; and
 Communication Strategy that will serve as guide for getting the school plan
across various stakeholders.
SESSION 7:

Matrix to be filled to firm up list of programs and

projects:

(3) (4)
(1) (2) (5)
PROGRAM/ PROGRAM/
OBJECTIVES STRATEGIES PROGRAM/
PROJECT PROJECT
PROJECT
OBJECTIVES
OUTPUTS
Program 1

Program 2
SESSION 7:

Matrix to be filled to prepare an Action Plan:

(1) (2) (3)

Objectives Program/ Program/ (5) (6) (7)
(4)
Project Project Outputs School School School
Major Activities
Year 1 Year 2 Year 3

General Objective 1 Program/ Program/ Project Activity 1

Project 1 Output 1
Program Objective/s
Activity n

Program Output 2 Activity 1

Activity n

Program/ Program/ Project Activity 1

Project 2 Output 1
Activity n

General Objective 2 Program Program/ Project Activity 1

Output 3 Output 1
Program Objective/s
Activity n
SESSION 7:

Matrix to be filled to prepare an Annual

Implementation Plan (AIP):
Resource
(3) Requirement
(1) (2) Lead (6)
Activities Outputs Person (4) (5) Timeline
Estimated Cost
Cost Assumptions
Program 1 Title:
Program 1 Objectives:
Program 1 Outputs:

Activity 1
Activity 2
Activity 3
Program 2 Title:
Program 2 Objectives:
Program 2 Outputs:

Activity 1
Activity 2

Activity 3
SESSION 7:

Matrix to be filled to prepare an Annual

Implementation Plan (AIP) –Source of Funds:

(6)
(2)
(1) (3) (4) (5) Others (7)
Estimated
Particulars DepED LGU PTA (please Unfunded
Cost
specify)

Program/Project 1
Activitiy 1
Activity n
Sub-Total

Program/Project 1
Activitiy 1
Activity n
Sub-Total
Grand Total
SESSION 7:

Matrix to be filled to prepare for M&E:

(2) (3) (4)

(1)
Accomplishments/ Issues/Problems/Reasons Recommendations/ Action
Objectives and Targets
Status to Date for Underachievement Points
SESSION 7:

Matrix to be filled for Communication Strategy:

(1) (2) (3)

Stakeholder/Audience Message Activity
SESSION 8:
CLOSING SESSION

o Making a recap

o Reflection

o Next Steps

o Concluding Remarks
POST WORKSHOP ACTIVITIES

o Writing the SIP

OTHER POST WORKSHOP ACTIVITIES

o Submit the signed SIP to the SDS

o Submit a copy of the Summary Matrix to the District
Supervisor
o Assign personnel to prepare Physical Plan and
Financial Plan for the month
o Prepare Project Proposals for the identified priority
projects