SIP Guide

School Improvement Planning (SIP) Guide

OUTLINEDefinition of TermsGlossary of AcronymsIntroduction: The School-Community Planning Process - An OverviewPreparatory ActivitiesSession 1: Opening, Levelling Off and Perspective SettingSession 2: Situational Analysis of Children and LearnersSession 3: Situational Analysis: The CommunitySession 4: Situational Analysis: The SchoolSession 5: Setting Objectives and TargetsSession 6: Formulating StrategiesSession 7: Action PlanningSession 8: Closing the WorkshopPost-Workshop Activities

Appendices

Appendix 1School-Community Data TemplateAppendix 2AFGD Guide for PupilsAppendix 2BFGD Guide for ParentsAppendix 3DepEd Standard RatiosGUIDING PRINCIPLESThe 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 PlanIDepEd Vision, Mission and Core Values StatementIISituational AnalysisA. Situation of Children/Learners B. The Community C. The School IIIObjectives and TargetsIV StrategiesVAction Plan VIMonitoring and Evaluation

PLANNING PROCESSPreparatory PhaseThis 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 PROCESSConduct 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 learnersAnalyzing the situation of the communityAnalyzing the situation of the school Setting objectives and targetsFormulating strategies Preparing the Action PlanEstablishing the monitoring and evaluation arrangementsClosing session Appendix 3 presents a sample SIP Workshop Program of Activities.

PLANNING PROCESSPost-Workshop Activities This involves the finalization of the SIP and its submission to the Division Superintendent.

Preparation of Physical and Financial PlanTasking by Program, Project or ActivityWriting the SIP

How to Use this SIP Guide1. This Guide is intended for use by theprincipal who is expected to lead the planning process. It serves as the Facilitators 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 Guide2. 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 Guide4. While the Guide prescribes certaintechniques 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 ACTIVITIESOrganizing the School-Community Planning Team (SPT)

The standard composition of the team is as follows:School headParent representativeStudent representativeTeacher representativeCommunity leaderBarangay officialMember of BDRRMCMember of Child Protection Committee

PREPARATORY ACTIVITIESData 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 childrens 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 settingObjective 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 processVision, 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 settingActivity 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 settingKey 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 settingKey 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 settingKey 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 EducationActivity 2: Situational Analysis: Quality of EducationActivity 3: Situational Analysis: Childrens Participation in Governance

SESSION 2: SITUATIONAL ANALYSIS OF CHILDREN AND LEARNERS Relevant data on Access to EducationTotal number of children aged 5 to 17 years old in the communityNo. and % of 5-year-olds not enrolledNo. and % of 6-11 year-olds not enrolledNo. and % of 12-17 year-olds not enrolledNo. and % of children enrolledNo. and % of children regularly attending classesNo. of children with below 90% attendanceNo. of dropouts, and the dropout rateNo. of malnourished children No. of children with other health problemsNo. 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 anyNo. of pupils/students with exceptionalities provided with appropriate interventions, if applicable

SESSION 2: SITUATIONAL ANALYSIS OF CHILDREN AND LEARNERS Relevant indicators on quality:

No. of Grade 3 pupils who are non-readers No. of Grade 3 and Grade 6 pupils who are at frustration levelsNo. of pupils/students with Mastery level based on the NAT scoresIncrease in the number of learners who scored superior and upper average in the NATThe 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 childrens participation in governance:

To what extent are the children participating in the governance of their education?How aware are they of their roles and responsibilities on this aspect? What are the mechanisms or ways that encourage and strengthen childrens participation in governance?What are the barriers/bottlenecks that weaken, hinder or discourage childrens participation in governance?

SESSION 3: Situational Analysis: The Community Activity 1: IntroductionObjective and Expected Output of the SessionBy 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 childrens education positively and negatively.

STEPS TO BE DONE:

1. Define external factors.

SESSION 3: Situational Analysis: The CommunitySocial, demographic and cultural factors :Size, density and distribution by age and gender of the population Ethnic and cultural diversity of the populationPhysical movement of the population, i.e. migrationKnowledge, beliefs, norms, practices, social systems and institutions such as the familyHousehold-based factors (such as family income, occupation of members, and economic activities)Presence of day care centersPresence of other schools in the municipality/cityActivity 2: Analyzing Social, Demographic and Cultural FactorsPolitical 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 hostilitiesPeace and security situation of the communityActivity 3: Analyzing Political FactorsEconomic factors :

The communitys main sources of incomeOther economic or productive activities or practices in the community Emerging or new industriesDemand for new productsChild labor practices Infrastructures and services that facilitate economic and trading activities, e.g. farm to market roadSpending capacity of households and how they budget their income

Activity 4: Analyzing Economic FactorsEcological 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 changeExisting structures/offices and support mechanisms in the community that address the abovementioned vulnerabilitiesLocal or international NGO and/or private organization working on emergency/disaster concerns that the school can partner with

Activity 5: Analyzing Ecological or Environmental FactorsTechnological factors:

Access to electricity/power Access to digital technology and InternetIndigenous technologies which can be of use to teaching and learning

Activity 6: Analyzing Technological Factors FACTORDATAPOSITIVE EFFECTNEGATIVE EFFECT

SESSION 3: Situational Analysis: The CommunitySTEPS 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.

SESSION 3: Situational Analysis: The CommunitySTEPS TO BE DONE:

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 CommunitySTEPS TO BE DONE:

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.FACTORDATAPOSITIVE EFFECTNEGATIVE EFFECTPopulation: In 2013, the population of Brgy. Washington was 2 176 reflecting a total growth rate of 6.49 % from 1, 926 in 2011

Imminent increase in the number of probable enrolees/ beneficiaries to basic educationIncrease fund allocation of MOOE At hand scarcity on school resources Prevalence of non- beneficial learning environment FACTORDATAPOSITIVE EFFECTNEGATIVE EFFECTLegal & political system

The barangay has imposed punishment to offenders Improved discipline among constituents Protection of women and children against abuseOccurrence of feud between conflicting parties & informal party listing which may lead to biased identification of scholarship granteesFACTORDATAPOSITIVE EFFECTNEGATIVE EFFECTThe communitys main sources of income

With its vast rice field, coconut plantation, vegetables and other crops, the folks have wider opportunities for livelihood. Income opportunities for the peopleHigh incidence of child labor, absenteeism & drop-outFACTORDATAPOSITIVE EFFECTNEGATIVE EFFECTNatural resources in the community

Presence of Catarman river at the heart of the barangay Available supply of fresh water shell products as well as gravel & sand which could be a source of additional income High incidence of child labor, absenteeism & drop-outFACTORDATAPOSITIVE EFFECTNEGATIVE EFFECTAccess to digital technology

Presence of televisions in almost all households Availability of educational programsPossible exposure to pornographythat may lead to teenage pregnancy/ marriage 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 GovernanceSESSION 5: SETTING OBJECTIVES AND TARGETSGeneral Objective on Access:SPECIFIC OBJECTIVESActualTargetSY1SY2SY3SY1SY2SY3

SESSION 6: FORMULATING STRATEGIES

Activity 1: IntroductionObjective and Expected Output of the SessionIn 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 buildingInfrastructure developmentCommunication and advocacyNetworkingResearch

SESSION 6: FORMULATING STRATEGIES

Guide Questionsa. What trends and problems did we see concerning (i) childrens access to education, (ii) quality of education and (iii) childrens 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 childrens 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 childrens education?f. What specific strategies/interventions can you propose to enhance or strengthen these positive attributes?

SESSION 6: FORMULATING STRATEGIES

Outcome AreaNEGATIVE CONDITIONSPOSITIVE CONDITIONSCOMMUNITYSCHOOLCOMMUNITYSCHOOLACCESS

Exposure to child labor Significant possibility of students exposure to vicesHigh incidence of absenteeism Poor implementation of Student Tracking SystemSignificant increase in population may lead to imminent increase in the number of probable enroleesIncrease allocation of MOOE fund INTERVENTIONSINTERVENTIONS Installation of functional tracking system of students for apt Guidance Services Installation of Youth Peer Education under the Guidance Services Office Enhanced implementation of Home Visit

Strengthened Project BEST Intensified implementation of Early Registration & Enrolment Campaign Strengthened No Collection Policy during Oplan Balik Eskwela Outcome AreaNEGATIVE CONDITIONSPOSITIVE CONDITIONSCOMMUNITYSCHOOLCOMMUNITYSCHOOLQUALITY

Presence of disoriented families High incidence of child labor Has not yet achieved the 75% target NAT MPS 60% of student population belong to frustration level (Reading Comprehension) Lack of T-L facilities to enhance the school based Presence of potential donors and benefactors Existence of Dev. Reading ProgramINTERVENTIONS 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

Outcome AreaNEGATIVE CONDITIONSPOSITIVE CONDITIONSCOMMUNITYSCHOOLCOMMUNITYSCHOOLGOVERNANCE Fund constraints to support school-infra projects (BLGU) Poor household spending capacity

PTA generated funds are not enough to support school needed resources

Presence of potential donors and benefactors On-going canteen operation Handiness of IGP opportunitiesINTERVENTIONS Institutionalization of transparency & accountability system School community stakeholders assemblies on schools first initiatives Networking for SFIs Community based symposia/forums on responsible parenthood

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

SESSION 6: FORMULATING STRATEGIESExample of how a general objective translates into a specific activity:General Objective To increase access to basic educationSpecific Objective To increase the number of children enrolled in schoolThreat Many parents prefer their children to work and delay the latters schooling especially if they are boysStrategy Reaching out and educating parents on the importance of basic education thru Barangay Education Strategic Team (BEST)Program or Project Parent Advocacy and Education ProgramActivity Develop Information, Education and Communication (IEC) materials

General Objective To improve the quality of educationSpecific 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 comprehensionStrategy Instituting developmental reading in all grade levelsProgram or Project Reading Clinics according to reading levelsActivity Develop instructional and assessment materials

General Objective To strengthen childrens participation in the governance of educationSpecific 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 parenthoodProgram or Project Parent Advocacy and Education ProgramActivity Develop campaign- ad materials and session guides

STRATEGIESPROGRAMS/PROJECTSACTIVITIESBased on these definitions and example, lead the Team in sorting out the list of interventions, using the following matrix:SESSION 7:ACTION PLANNing Objective and Expected Output of the Session

Firmed-up list of programs and projectsAction 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; andCommunication Strategy thatwill 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:

(1)OBJECTIVES(2)STRATEGIES(3)PROGRAM/ PROJECT(4)PROGRAM/ PROJECT OBJECTIVES(5)PROGRAM/ PROJECT OUTPUTSProgram 1Program 2SESSION 7: Matrix to be filled to prepare an Action Plan:

(1)Objectives(2)Program/ Project (3)Program/Project Outputs(4)Major Activities(5)School Year 1(6)School Year 2(7)School Year 3General Objective 1Program Objective/sProgram/ Project 1Program/ Project Output 1Activity 1Activity nProgram Output 2Activity 1Activity nProgram/ Project 2Program/ Project Output 1Activity 1Activity nGeneral Objective 2Program Objective/sProgram Output 3Program/ Project Output 1Activity 1Activity nSESSION 7: Matrix to be filled to prepare an Annual Implementation Plan (AIP):

SESSION 7: Matrix to be filled to prepare an Annual Implementation Plan (AIP) Source of Funds:

(1)Particulars(2)Estimated Cost(3)DepED(4)LGU(5)PTA(6)Others (please specify)(7)UnfundedProgram/Project 1 Activitiy 1Activity nSub-TotalProgram/Project 1 Activitiy 1Activity nSub-TotalGrand TotalSESSION 7: Matrix to be filled to prepare for M&E:

(1)Objectives and Targets(2)Accomplishments/Status to Date(3)Issues/Problems/Reasons for Underachievement(4)Recommendations/ Action Points SESSION 7: Matrix to be filled for Communication Strategy:

(1)Stakeholder/Audience(2)Message(3)ActivitySESSION 8: Closing SessionMaking a recap

Reflection

Next Steps

Concluding Remarks

post workshop activitiesWriting the SIP

OTHER post workshop activitiesSubmit the signed SIP to the SDSSubmit a copy of the Summary Matrix to the District SupervisorAssign personnel to prepare Physical Plan and Financial Plan for the monthPrepare Project Proposals for the identified priority projects

(1)Activities

(2)Outputs(3)Lead PersonResourceRequirement

(6)Timeline

(4)Estimated Cost(5)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