SIP Guide As of 27 August 2013

SIP GUIDESCHOOL
IMPROVEMENT
PLANNING
GUIDESCHOOL
IMPROVEMENT
PLANNING GUIDE
TABLE OF CONTENTS
As of 2137 August 2013
GLOSSARY OF ACRONYMS
23
INTRODUCTION AND OVERVIEW OF THE SIP PROCESS
PREPARATORY ACTIVITIES
SESSION 1: OPENING AND ORIENTATION ON THE DEPED VISION
MISSION STATEMENT AND CORE VALUES
SESSION 2: ESTABLISHING THE SITUATION OF CHILDREN AND SETTING
RESULTS-BASED OBJECTIVES AND TARGETS
SESSION 3: ENVIRONMENTAL SCANNING EXTERNAL ANALYSIS
SESSION 4: ENVIRONMENTAL SCANNING INTERNAL ANALYSIS
SESSION 5: FORMULATING STRATEGIES
SESSION 6: PREPARING THE ACTION PLAN
SESSION 7: CLOSING SESSION
POST-WORKSHOP: WRITING THE SIP
ANNEXES
1- Sample SIP Planning Workshop Program of Activities
2- Roles and Responsibilities of the School-Community Planning
Team Members
3-A School-Community Data Template (Elementary)
3-B School-Community Data Template (Secondary)
4-A Guide for the Focus Group Discussion with Parents
4-B Guide for the Focus Group Discussion with Pupils
34
56
76
10
17
22
287
313
0
342
353
5-A S.W.O.T. Analysis

5-B Force Field Analysis
5-C The Why Diagram
GLOSSARY OF
ACRONYMS
BERC
CCT
DepED
DRRMC
EFA
FGD
LGU
LSB
MDG
MOOE
NAT
NCBTS
OSC
PDP
SIP
SBM
SPT
SWOT
VMV
Basic Education Report Card

Conditional Cash Transfer
Department of Education
Disaster Risk Reduction Management Committee
Education for All
Focus Group Discussion
Local Government Unit
Local School Board
Millennium Development Goal

Maintenance and Other Operating Expenses
National Achievement Test
National Competency-Based Teacher Standards
Out-of-School Children
Philippine Development Plan
School Improvement Plan
School-Based Management
School-Community Planning Team
Strengths-Weaknesses-Opportunities-Threats
Vision, Mission and Core Values
INTRODUCTION
AND OVERVIEW
OF THE SIP PROCESS
Introduction
The institutionalization of School-Based Management (SBM)
through R.A. 9155, the Governance of Basic Education Act in
20011, led TO the formulation of School Improvement Plan
(SIP), which serves as a mechanism to support SBM implementation at the school level. By law, all
schools are mandated to prepare the said plan with the ultimate objective of achieving the desired
educational outcomes through the enhancement of curriculum delivery - by competent, committed,
and caring teachers; by creating a safe and nurturing environment for learning; and by increasing the
stakeholders participation in the entire school improvement process.
SIP was envisioned to help school heads, teachers, parents, and other stakeholders in the school
community participate in a continuous improvement process by identifying potential barriers to
improvement and thereby finding ways to move the school from where it is now to a condition in
which pupils/students can achieve their highest potential. The process primarily requires constant
analysis of childrens needs and how the school and community stakeholders can address these needs.
.This document serves as a guide in the formulation of the SIP.

Overview
Guiding Principles. The formulation of the SIP shall be guided by the following principles:
1.
2.
3.
The SIP shall be anchored on the DepED vision, mission and core values.
The SIP shall be results-based, child and learner-centered.
The planning process shall be participatory, engaging the various
stakeholders in the processes of dialogues and consensus-building.
SIP as the Final Output. The final output of the planning process is the SIP to be submitted to the
Division Superintendent. It shall be prepared according to the following outline:
I.
II.
III.
IV.
V.
VI.

Objectives and Targets
Situational Analysis
a. Situation of Children/Learners
b. Environmental Scan
i. External Analysis
ii. Internal Analysis
Strategies
Action Plan
Monitoring and Evaluation Arrangements
Planning Process. The school-community planning process consists of three (3) phases as follows:
RA 9155, Chapter 1, Section 7.D.4, Governance of Basic Education, 2001
1.
Preparatory phase This involves convening of the School-Community Planning Team and
data gathering, including the conduct of focused group discussions with parents and other
stakeholders as necessary.
2.
Conduct of the SIP planning workshop This is to done within a duration of three (3) days
and consists of the following sessions:
Opening and orientation on the DepED vision, mission and core values
Establishing the situation of children/learners and setting the objectives and targets
Environmental scanning, which includes external and internal analysis
Formulating strategies
Preparing the Action Plan
Closing session
Annex 1 presents a sample SIP Workshop Program of Activities.

3.
Post-workshop activities This involves the finalization of the SIP.
The succeeding sections will guide the planning team on how to conduct the abovementioned sessions.
PREPARATORY
ACTIVITIES
Convening of the School-Community Planning

Team (SPT)
Instruction to the School Head:
1.
Convene School-Community Planning team (SPT),

herein referred to also as the Team, by inviting the
prospective members to an organizational meeting.
The SPT is composed of the following:
School head
1 parent representative
1 student representative
1 teacher representative
1 community member
1 barangay official
1 member of the Disaster Risk Reduction Management Committee (DRRMC)
During the organizational meeting.
2. Orient the Team on the following during the meeting:
Mandate or legal basis of the SIP planning process

Objectives of the planning process
Expected final output of the planning exercise, i.e. the SIP
SIP planning process and time frame
Roles and responsibilities of the Team members
NOTE: Refer to the Introduction to this Guide for the first 4 items above.
Refer to Annex 2 for the roles and responsibilities of the Team members.
3.
Get the participants to (a) agree on the next steps and corresponding schedules, particularly
the conduct of the focused group discussion with parents and the SIP planning workshop; and
(b) to commit to actively participate in all the planning activities.
Data Gathering and Consolidation

1.
Get a copy of your schools Basic Education Report Card (BERC).
2.
Get a copy of the Government School Profile and other school forms accomplished by every
school at the beginning and end of the school year.
3.
Fill up the School-Community Data Template [Annex 3] 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, particularly:
3-4 years old, 5 years old, 6-11, 12-15, and 16-17.
4.
5.
6.
.
Conduct a focus group discussion (FGD) with parents and pupils to gather household-based
information on childrens situation and learning context. [See Annex 4-A and 4-B for the
guide on how to do the FGD.]
SESSION 1:
OPENING AND
ORIENTATION ON THE
DEPED VISION,
MISSION AND CORE
VALUES, AND KEY
OUTCOMES
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 and core Values statement of the Department of
Education (DepED)
Key outcomes: access to, quality and governance of Basic Education
Time allotment
1 hour
Activities
Activity 1: Opening
1.
2.
Formally open the planning workshop. Do a roll call.

Give a brief remark to set the tone/mood of the workshop, and briefly present the following for the
participants recall:
a)
b)
c)
d)
e)
Objectives of the SIP planning process

Expected final output: the School Improvement Plan
Planning process or flow
Duration
Role and expected contribution of each Planning Team member
Activity 2: Sharing of visions/aspirations

1.
State/ask:
A good plan is anchored on a clear vision, aspiration or dream that we want to
achieve. What is our vision/aspiration/dream concerning our childrens education?
2.
3.
4.
5.
Present the parents vision/aspirations as discussed during the FGD with parents.
Present the pupils vision/aspirations as discussed during the FGD with pupils.
Ask the LGU representative, community member, and the DRRMC to share their vision/aspirations.
Synthesize the inputs. Highlight the common points.
Activity 3: Presentation of the DepED Vision, Mission and Core Values Statement
1.
Present the DepED Vision, Mission and core Values (VMV) statement. Discuss how it aligns or
resonates with the vision/aspirations shared by the Team members.
Vision
We dream of Filipinos who passionately love their country and
whose values and competencies and values enable them to realize
their full potential and contribute meaningfully to building the
nation.
As a learner-centered public institution, the Department of
Education continuously improves itself to better serve its
stakeholders.
Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based and completed basic education where:
o
o
o
Students learn in a child-friendly, gender-sensitive, safe and

motivating environment
Teaches facilitate learning and constantly nurture every
learner
Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for effective
learning to happen
Family, community and other stakeholders are actively
engaged and share responsibility for developing life-long
learners
Core Values
Maka-Diyos, Makatao, Makakalikasan, Makabansa
Activity 4: Orientation on the Key Outcomes

1.
State:
The SIP will revolve around three key outcomes or results that we want to
achieve in order to realize or bring us closer to our vision. These 3
outcomes are access, quality and governance.
2.
3.
Write the abovementioned terms on the board.

Discuss each term in relation to the DepED VMV, as follows:
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 education.
Our children should be given equal opportunity to education which
will provide them with the competencies and values that will
enable them to realize their full potential and contribute
meaningfully to building the nation.
4.
Quality means that every child is learning with mastery and is able
to imbibe the core values of Mmaka-Diyos, Mmaka-kalikasan,
Mmakatao at Mmakabansa.
Governance particularly at the local level 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.
Ask the Team members if they have any question on these concepts and respond
accordingly.
Closing the session

1.
State the following:
Our shared vision, particularly the DepED vision, mission and core values
statement, as well as the key outcomes of access, quality and governance
will be our basic guide or lens in the formulation of the SIP.
In the next session, we will be analyzing the situation of our children using
this lens.
10
SESSION 2:
ESTABLISHING THE
PRESENT SITUATION OF
CHILDREN/LEARNERS
AND SETTING
OBJECTIVES AND
TARGETS

By the end of the session, the Planning team will have come up with the following:
Analysis of the situation of the
children and learners in the
community in the context of the key outcomes: access, quality and
governance
Statement of objectives and targets
Time allotment
2 hours
Activities
Activity 1: Situational Analysis and Objective/Target Setting: Access
1.
Explain the objective and expected output of the session as indicated above. State: First,
we will be looking at the current situation of our children and learners in terms of access,
and set corresponding objectives and targets.
2.
Recall the definition of access as presented in the preceding session. [See page 10.]
3.
One most important information we need to know is the total no. of

children in the community from 5 to 17 years 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:

o
o
o
o
o
o
o
o
o
No.
No.
No.
No.
No.
No.
No.
No.
No.
and % of 5-year-olds not enrolled

and % of 6-11 year-olds not enrolled
and % of children enrolled
and % of children regularly attending classes
of children with below 90% attendance
of dropouts, and the dropout rate
of malnourished children
of children with other health problems
11
No. of children who are victims of or vulnerable to child abuse,

discrimination, child labor, exclusion
Situational analysis
4.
Analyze the data on the above for the last three school years. Pay attention to data by age group,
gender and grade level.
Guide questions
4.1 What is the prevailing trend for each of the abovementioned variable?
[Possible responses:
Increasing.
Decreasing.
Constantly high.
Constantly low. ]
4.2 Do you see distinct trends by gender? By grade level?
4.3 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.
Objective setting
5.
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 on 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. ]
6.
Write the stated general objective on access on the board. Explain that this should be
broken down into specific objectives.
7.
Set the specific objectives on access.

Guide question. Based on the observed trends, what should we aim for in terms of the
following variables:
o
o
o
o
o
o
o
o
o
No.
No.
No.
No.
No.
No.
No.
No.
No.
and % of 5-year-olds not enrolled

and % of children enrolled
and % of children regularly attending classes
and % pupils/students with below 90% attendance in class
of dropouts, and the dropout rate
of malnourished pupils/students
of pupils/students with other health problems
12
No. of pupils/students who are victims of or vulnerable to child

abuse, discrimination, child labor, 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]
o
o
o
o
o
o
No. and % of children (5, 6-11, and 12-17 year 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
abuse, discrimination, child labor, exclusion
Our aim is to increase each of the following variable or maintain it at 100%,

whichever is applicable.
o No. and % of children enrolled in school
o No. and % of children regularly attending classes
Target setting
8.
9.
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 period.
Post the following table on the board:

GENERAL OBJECTIVE ON ACCESS:
(1)
SPECIFIC OBJECTIVES: ACCESS
10. Fill up the above table as follows:
13
(2)
FROM
(Baseline
)
(3) TO (Target)
SY 1
SY 2
SY 3
10.1 On column (1), write the agreed specific objectives for access -- one
objective per row.
10.2
On column (2), write the corresponding current-year value
corresponding to each specific objective as determined in Activity 1 no.4
above.
10.3
For column (3), 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:
o
o
o
o
o
o
o
o
o
o
% 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%
% 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
abuse, discrimination, child labor, exclusion: 0
o
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?
Activity 2: Situational Analysis and Objective/Target Setting: Quality

1.
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
2. Recall the definition of quality as presented in Session 1. [See page 10.]

3. State the following:
The available relevant variables for Quality are:

o
o
o
o
o
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
14
which is the extent to which our children have imbibed the core values of
Maka-Diyos, Maka-kalikasan, 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.
5.
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, Makak-Kalikasan, Makatao at Makabansa.
Objective setting
12. 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 (c)
the children have adequately imbibed the core values.
13. Write the stated general objective on quality on the board. Explain that this should be
broken down into specific objectives.
14. Set the specific objectives on quality.
Guide question. Based on the observed trends, what should we aim for in terms of the
following variables:
o
o
o
o
No.
No.
No.
No.
of
of
of
of
Grade 3 and Grade 6 pupils who are non-readers

Grade 3 and Grade 6 pupils who are at frustration levels
pupils/students with mastery level based on the NAT scores
children who imbibe 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.
15
[Ex. of specific objective: To decrease the no. of Grade 3 pupils who

are at frustration level]
o
o
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 aims 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
15. Post the following table on the board:
GENERAL OBJECTIVE ON QUALITY:
(1)
SPECIFIC OBJECTIVES: QUALITY
(2)
FROM
(Baseline
)
(3) TO (Target)
SY 1
SY 2
SY 3
16. Fill up the above table as follows:

16.1 On column (1), write the agreed specific objectives for access -- one
objective per row.
16.2
On column (2), write the corresponding current-year value
corresponding to each specific objective as determined in Activity 2 no.4
above.
16.3
For column (3), 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:
o
o
o
o
No.
No.
No.
No.
of
of
of
of
Grade 3 and Grade 6 pupils who are non-readers: 0

Grade 3 and Grade 6 pupils who are at frustration levels: 0
pupils/students with mastery level based on the NAT scores: 100%
children who imbibe the core values: all children
17. 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?
16
Activity 3: Initial Discussion on Governance

1.
Recall the definition of governance as presented in Session 1. [See page 10.]
2.
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:
GENERAL OBJECTIVE ON GOVERNANCE:
(1)
SPECIFIC OBJECTIVES
GOVERNANCE
(2)
(3) TO (Target)
FROM
GENERAL OBJECTIVE: SY 1
SY 2
SY 3
(Baseline)
SPECIFIC OBJECTIVES:
1.
2.
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:
o To strengthen collaboration between the school, parents and the
LGU
o To educate stakeholders on their roles and responsibilities in
ensuring access and quality of education ]
Post the responses in the template above.
17
3.
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.
4.
5.
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.
a.
18
SESSION 3:
ENVIRONMENTAL
SCANNING
EXTERNAL ANALYSIS

By the end of the session, the Planning team will have
come up with an analysis and list of the important
opportunities and threats in the community that
significantly affect childrens education.
Time allotment
2 hours
Activities
Activity 1: Introducing External Analysis
1.
State the objective and expected output of the session. Emphasize the following:
In reality, we will be encountering several factors that will either help us or hinder/prevent
us from achieving our set objectives and targets. We need to know what these factors are
and how they operate and affect childrens education to enable us to formulate ways to
successfully achieve our objectives and targets.
Some of these factors 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. In this session, we will discuss the non-schoolbased or external factors those that are based and operate outside the school.
In this session, we will specifically discuss five (5) types of external factors. These are:
o
o
o
o
o
Social, demographic and cultural factors

Political
Economic
Ecological or environmental
Technological
[Write these on the board.]
We will define and look at these types of factors one by one during the session.
In looking at each factor, we will ask ourselves two questions:

o
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.
19
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.
Activity 2: Analyzing Social, Demographic and Cultural Factors

2.
Define and describe social, cultural and demographic factors, as follows:

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 following:
o
o
o
o
Size, density and distribution by age and gender of the

population in the community
Ethnic and cultural diversity of the population or the
populations distribution by ethnicity, language, religion
Physical movements of the population (migration)
Knowledge, beliefs, norms, practices, systems and
institutions that define or influence social behaviors and
movements
Household-based factors such as family income,
occupation of members, economic activities and other
factors that affect the households preferences for goods
and services
Ask the Team for specific examples not included in the above.
3. Construct the following template on a Manila paper and post it on the

blackboard.
FACTOR
DATA
OPPORTUNITY
THREAT
4.
Give each member of the team a set of twelve (12) met cards as follows: 3 BLUE card; 3 GREEN;
3 YELLOW; and 3 PINK, and a pentel pen.
5.
Instruct each member as follows:

On a BLUE card, write down a significant factor that affects childrens
education, based on the available data. Identify at most 3 factors (one met
card per factor).
On a GREEN card, write the fact/trend about that factor, based on
available information.
On a YELLOW card, write down the opportunity, if any, arising from the
identified factor and corresponding data, which help or support childrens
education. (one card per opportunity)
20
On the PINK card, write down the threat, if any, arising from the identified
factor and given data, which hinder or adversely affect childrens
education. (one card per threat)
6.
Tape the cards on the appropriate columns in the abovementioned table.
7.
Process the outputs:

Does the identified factor correctly fall under the type/category being
examined? If not, take it out.
Combine two or more factors that are very similar.
Include inputs from the FGDs, if applicable.
8.
Close the activity by summarizing the final output.
Activity 3: Analyzing Political Factors

9.
Define and describe political factors, as follows:

Political factors are those elements that define or influence the way the
community is governed. Such elements include, but not limited to the
following:
o
o
o
Laws, policies, rules and regulations, as well as changes on

these
Legal and political systems, institutions and 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
10. Do Procedure nos. 3-7 in Activity 1 above.
Emphasize the LGUs roles and responsibilities on childrens education, how these are actually
carried out, and identify the important opportunities and threats posed by the policies, systems,
programs and operations of the LGU particularly the barangay and the municipal LGUs.
11. Close the activity by summarizing the final output.
Activity 3: Analyzing Economic Factors
12. Define and describe 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. [Emphasize that education is one of these goods and
services.]
Such elements include, but not limited to the following:
21
o
o
o
o
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 households and prevailing consumption
patterns
Activity 4: Analyzing Ecological or Environmental Factors
15. Define and describe 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.
o
o
o
Presence of natural resources

Terrain, physical landscape or geography of the community
Vulnerability to climate change and natural as well as manmade disasters such as typhoons, floods, earthquakes,
epidemics, and armed conflicts
Preparedness of the community to said disasters
Activity 5: Analyzing Technological Factors
18. Define and describe technological factors, as follows:
Technological factors are those elements that define or influence the
communitys methods of production, communication and transport.
o
o
o
Availability of electricity/power
Digital technology and internet connectivity
Indigenous technologies
22

Closing the Session

1.
Make a recap of what was done and the outputs of the group during the session. Emphasize the
following:
Shared governance
stakeholders, notably
collaborate in taking
promote and advance
threats to education.
The output of the external analysis will be used in developing appropriate

interventions to achieve the desired outcomes and objectives on access,
quality and governance.
of childrens education suggests that all local

the school, parents and community leaders, should
advantage of the opportunities that significantly
childrens education, as well as in responding to the
23
SESSION 4:
ENVIRONMENTAL
SCANNING INTERNAL ANALYSIS

come up with an analysis and list of the strengths and
weaknesses of the school.
Time allotment
2 hours
Activities
Activity 1: Introducing Internal Analysis
1.
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 following:
o
o
o
o
o
o
2.
Physical infrastructure (classrooms, seats, library, toilets, etc.)

Teacher (number and quality)
Textbooks and other learning materials
Existing education programs and projects
Non-teaching/administrative personnel
Financial resources
Construct the following template on a Manila paper and post it on the board.
(1)
FACTOR
(2)
STRENGTH
24
(3)
WEAKNESS
Activity 2: Analyzing the Schools Physical Infrastructure

3.
Define physical infrastructure as follows:

The schools physical infrastructure is the physical facilities (buildings, furniture
and equipment) present in the school, such as the following items:
Classrooms
Seats, blackboards, bulletin boards, desks
Computers
Water and sanitation facilities, including toilets
Library
Playground
Canteen
Clinic
4.
Use the template mentioned in step no. 23 above to analyse the factor.
Guide in filling up the template
4.1 Under Column (1), write Physical infrastructure. Write also the specific items as indicated
above.
4.2 Under Columns (2) and (3), state in what ways the is school is strong or weak in relation
to the factor respectively.
Guide questions
Do we have sufficient number or size of the physical facilities relative to the school
population? Analyze the following ratios by grade level: (a) pupil-classroom ratio, (b)
pupil-seat ratio, (c) pupil-toilet ratio.
o
If yes, indicate Adequate under the Strength column.
o
If no, say is Inadequate or lacking, whichever is
applicable, under the Weakness column. Indicate the quantity
of facilities needed.
Indicate the pertinent ratios (such as classroom-pupil ratio).
o
o
Is the facility of good quality or, in other words, at par with standards, functional and
promotes a child-friendly, gender-sensitive, safe and motivating environment as the
Vision requires?
If yes, indicate Good quality under the Strength column.
Give specific descriptions.
If no, indicate Poor quality under the Weakness column.
Give specific descriptions or state the problems observed.
Example: Needing repair, unsafe, etc.
Is there an 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 physical facilities in the school?
o
If yes, indicate the program/project/intervention under Strength.
Describe the good points/benefits as experienced by the school.
o
Write down the problems or weak points of said program/
project/intervention, if any, under Weakness.
25
Activity 3: Analyzing the Teachers

5.
5.1 Under Column (1), write Teachers
5.2 Under Columns (2) and (3), state in what ways the is school is strong or weak in relation
to the factor respectively.
Guide questions
Do we have sufficient number of teachers relative to the school population? Analyze
the pupil-teacher ratio by grade level.
o
o
If no, say is Inadequate or lacking under the Weakness
column. Indicate the number of teachers needed.
o
Indicate the teacher-pupil ratio.
o
o
Are the teachers of good quality, meaning they meet the desired competencies
based on NCBTS? in terms of the following criteria: a) mastery of subject, and b)
appropriateness of teaching style/approaches?
Indicate the top three (3) training needs of teachers as
indicated in the data template.
Are there master teachers? How are they utilized/deployed?

o
Indicate presence of master teachers under Strength, and
absence or lack of them under Weakness.
o
State also under Weakness any problem on the deployment
of master teaches.
Does the school have a mechanism for sustained school-based training for teachers
(example: Learning Action Cell session)?
o
o
alternative delivery mode (ADM) ,and other use of Learning Action Cells (LACs) and
other innovative interventions, to address or compensate for the lack of quality
teachers in the school?
o
o
Activity 4: Analyzing the Textbooks and Other Learning Materials
6.
26

6.1 Under Column (1), write Textbooks and other learning materials
6.2 Under Columns (2) and (3), state in what ways the school is strong or weak in relation to
the factor respectively.
Guide questions
Do we have sufficient number of textbooks/learning materials relative to the school
population? Analyze the textbook-pupil ratio.
o
o
If no, say is Inadequate or lacking under the Weakness
column.
o
Indicate the number of textbooks needed. textbook-pupil
ratio.
o
o
Are the textbooks/learning materials of good quality?


alternative delivery mode (ADM) and other innovative interventions, to address or
compensate for the lack of quality textbooks. Learning materials in the school?
o
o
Activity 5: Analyzing Non-Teaching Personnel
7.
Use the template mentioned in step no. 23 above to analyse other factors.
7.1 Under Column (1), write Non-teaching personnel.
Guide questions
Do we have sufficient number of non-teaching personnel relative to the school
population?
o
o
If no, say is Inadequate or lacking, whichever is
applicable, under the Weakness column. Indicate the no. of
non-teaching personnel needed.
27
o
o
Do the non-teaching personnel possess and demonstrate qualities and exhibit

behaviors that are consistent with the vision of a child-friendly, gender-sensitive,
safe and motivating environment?
Activity 6: Analyzing Financial Resources

8.
Use the template mentioned in step no. 3 above to analyse other factors.
8.1 Under Column (1), write Financial Resources.
Guide questions
Do we have sufficient financial resources for the maintenance and operations of the
school?
o
Indicate also the factors/conditions that ensure sufficiency of
resources such as regular LGU funding support or availability
of foreign grants, if any.
o
If no, indicate Inadequate or lacking under the Weakness
column. Describe the problems faced by the school in
obtaining resources.
Activity 7: Revisiting the Objectives and Targets for Governance

9.
Recall/go back to the matrix on Objectives and Targets for governance initially prepared in
Session 2. Complete the matrix as follows:
a) Indicate the corresponding targets for the specific objectives already formulated in
Session 2.
b) Include an additional general objective related to management of school resources.
Example: To improve the resource-pupil ratios or To ensure adequate supply of
school resources.
c) Include specific objectives under the abovementioned additional general objective,
pertaining to the following specific ratios:
o
o
o
o
o
Classroom-pupil ratio
Seat-pupil ratio
Toilet-pupil ratio
Teacher-pupil ratio
Textbook-pupil ratio
Example of specific objective: To improve the classroom-pupil ratio.

d) Set corresponding targets for the abovementioned ratios.
The matrix on Objectives and Targets for governance should now be as follows:
28
GENERAL OBJECTIVE ON GOVERNANCE:
a) [Write the general objective set in Session 2]

b) [Write the additional general objective as instructed in Activity 7.9.b above.
(1)
SPECIFIC OBJECTIVES
(2)
FROM
(Baseline)
(3) TO (Target)
SY 1
SY 2
SY 3
Include the specific objectives set in

Session 2 and set corresponding
targets.
Include
the
additional
specific
objectives as instructed under Activity
7.9.c above.
Closing the Session

2.
Make a recap of what was done and the outputs of the group during the session. Emphasize the
following:
Shared governance of childrens education suggests that all local

stakeholders, notably the school, parents and community leaders, should
collaborate in continually improving the school as a child-friendly, gendersensitive, safe and motivating environment.
The output of the internal analysis will be used in developing appropriate

interventions to achieve the objectives on access, quality and governance.
29
SESSION 5:
FORMULATING
STRATEGIES

Based on the situation of learners and the results of
external and internal analysis established in earlier
sessions, 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.
Time allotment
2 hours
Activities
Preparatory Activity
Instruction to the school head:
1.
Before the session, or even before the start of the SIP workshop, study the following methods of
formulating strategies and solving problems:
2.
Strength-Weakness-Opportunities-Threats (S.W.O.T.) Analysis. [See Annex 5-A]

Force field analysis [See Annex 5-B]
The Why Diagram [See Annex 5-C]
Choose the method which you think is most appropriate for the Team to use. You may also choose
other methods that are not in the above list.
Activity 1: Introducing Strategy Formulation

1.
A strategy is a broadly stated intervention to achieve an outcome,

objective and target. It is implemented through one or more programs and
projects. Examples of strategies are as follows:
o
o
o
o
o
Capacity building
Infrastructure development
Communication and advocacy
Networking
Research
In this session, we will be formulating strategies for each of the three (3)
key outcomes: access to, quality and governance of Basic Education.
30
Activity 2: Formulating Strategies

.
2. Proceed with the selected method of formulating strategies.
NOTE: During the exercise, the Team may be identifying specific interventions at the level of
programs, projects or activities, rather than strategies. List down whatever idea is brought out
regardless of the level of intervention. Encourage the Team to draw as much ideas as possible.
3.
Process the output using the following template:
(1)
GENERAL OBJECTIVE
(2)
SPECIFIC
OBJECTIVES
(3)
STRATEGIES
(4)
PROGRAMS/
PROJECTS/
ACTIVITIES
Access
Quality
Governance

5.1 For columns (1) and (2), refer to the outputs in Session 2.
For columns (3) and (4), refer to the outputs of the strategy formulation exercise. Explain
the difference between a strategy, program or project and activity, as follows:
o
o
Strategy a broadly stated intervention to achieve an outcome,

objective and target.
Program or project 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 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:
31
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
latters schooling especially if they are boys
Strategy Reaching out and educating parents on the importance of
basic education
Program or Project Parent Advocacy and Education Program
Activity Develop IEC materials
5.2 Sort the outputs into strategies and programs/projects/activities and post them in the
appropriate columns. [ NOTE: The focus of the session is on strategies. Column (4) is
simply a means of parking the ideas which are not in the level of strategy. These ideas will
be revisited in the following session on action planning.]
5.3 Match the identified programs/projects/activities with the strategies. If a program/project/
activity has no corresponding strategy, formulate one.
32
SESSION 6:
PREPARING THE
ACTION PLAN

come up with the following:
an
Action Plan consisting of the strategies,
programs, and projects to be implemented for
each strategy identified in the previous, and the
corresponding activities and resources required
Agreement on how the implementation of the action will be monitored.
Time allotment
2 hours
Activities
Preparing the Action Plan
1.
State the objective and expected output of the session.
2.
Construct the Action Plan template as follows:

____(Name of School)_____
ACTION PLAN
SY___-_____
ACCESS
Key Outcome:
General Objective:
Specific Objective 1:
Strategy 1:
(2)
Program
Components/Key Activities
Program 1
Program 2
33
(3)
Estimated Cost (in
pesos)
Program 3
QUALITY
General Objective:
Strategy 1:
(2)
Program
(3)
Estimated Cost (in
pesos)
(3)
Estimated Cost (in
pesos)
Program 1
Program 2
Program 3
GOVERNANCE
General Objective:
Strategy 1:
(2)
Program
Program 1
Program 2
Program 3
34
Guide in preparing the Action Plan

1.
The final output will be an Action Plan consisting of three (3) sets of the above template:
one for Access, one for Quality and one for Governance.
2.
Use one template per specific objective statement. Refer to the output of Session 2 as well
as Session 4, Activity 7 (for governance) for the general and specific objectives.
3.
For Strategy, refer to the output of Session 5.
4.
For column (1) [Program], Identify at most 3 programs or projects needed to implement
the strategy.
Refer to the output of Session 5. Cull out the programs/projects that are in
the list.
Refer also to the output of Session 4, where existing programs were
identified as strengths. Noting the benefits as well as the
weaknesses/problems experienced in these programs, decide whether to
continue or discontinue implementing a program/project.
Think of new and innovative programs/projects, and/or introduce
improvements or innovations in existing programs/projects.
5.
For column (2) [Components/Key Activities], indicate the components or major activities
to implement the program/project.
6.
For column (3) [Estimated Cost], estimate the total resource requirements (in pesos) of
the program/project for three years which is the duration of the SIP.
Establishing the Monitoring and Evaluation Arrangement

1.
Discuss the Monitoring and Evaluation arrangements for the SIP.

Guide questions:
How do we ensure that the action plan gets implemented and the
objectives/targets are being achieved?
What will be our mechanism for and frequency of feed backing?
Specifically, who does what ?
Closing the session

1.
2.
3.
Make a recap of what was done and the output of the group.
Highlight the Action Plan that was formulated.
Get the groups concurrence on the output. Address any question/issue/concern/ suggestion that
may be raised.
35
36
SESSION 7:
CLOSING SESSION
1.
Make an overall recap of the SIP Planning Workshop.

Present a Summary of the outputs of the workshop
using the Summary Matrix of the School-Community
Data Template. (The matrix should be filled up during
the duration of the workshop as the necessary
information are generated.)
2. Get the groups concurrence on the output. Address

any question/issue/concern/suggestion that may be raised.
3.
4.
Emphasize the following:
After this workshop, we (the school head and some teachers) will write the SIP
document itself, based on the outputs that the Team has produced.
The workshop has served as a good venue for dialogue and consensus-building
in the spirit of shared governance, underlying which is our common vision and
aspiration for our children. Let us continue and strengthen our collaboration
toward ensuring that what we have mapped out together will actually get done
and bring about results.
Thank the team for the work done,
37
POST- WORKSHOP:
WRITING THE SIP
Writing the SIP

1.
Review and finalize the Summary Matrix of the

School-Community Data Template. This table will
serve as an important reference for the following:
Writing the SIP document

Informing and soliciting the support of the
concerned stakeholders
Monitoring and evaluation of the SIP implementation
Inputting into and enriching the District Situational Analysis/Synthesis to
be prepared by District Supervisors. The latter will serve as basis for
mobilizing resources from Local School Boards (LSB)/Local Government
Units (LGUs).
2. Write the SIP document following the title, outline and corresponding
instructions below:
SCHOOL IMPROVEMENT PLAN

Name of School
SY____ - SY_______
I.

Insert here the DepED Vision, Mission and Core Values statement.
II.
Objectives and Targets

B. ACCESS
General Objective: _Write the General Objective on Access developed in
Session 2.
Specific Objectives and Corresponding Targets:
FROM
(Baseline
)
SPECIFIC OBJECTIVES
Use the outputs in Session 2.
38
TO (Target)
SY 1
SY 2
SY 3
FROM
(Baseline
SPECIFIC OBJECTIVES
SY 1
TO (Target)
SY 2
SY 3
C. QUALITY
General Objective: _Write the General Objective on Access developed in
Session 2.
FROM
(Baseline
)
SPECIFIC OBJECTIVES
TO (Target)
SY 1
SY 2
SY 3
Use the outputs in Session 2.
D. GOVERNANCE
General Objective: _Write the General Objective on GovernanceAccess
developed in Session 2.
FROM
(Baseline
)
SPECIFIC OBJECTIVES
TO (Target)
SY 1
SY 2
SY 3
Use the outputs in Session 2 and 7.2.
III.
Situational Analysis
A. Situation of Children/Learners Use the outputs of Session 2 to develop
the text.
B. External Analysis Use the outputs of Session 3 to develop the text.
C. Internal Analysis Use the outputs of Session 4 to develop the text.
IV.
Strategies Discuss the strategies developed in Session 5.

A. Access
39
B. Quality
C. Governance
V.
Action Plan Discuss briefly the Action Plan developed in Session 6. Include the
Action Plan as Attachment or Annex.
VI.
Monitoring and Evaluation Arrangements Discuss the M & E arrangements

agreed upon in Session 6.
40

SIP Guide As of 27 August 2013

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SIP GUIDESCHOOL

As of 2137 August 2013

5-A S.W.O.T. Analysis

Basic Education Report Card

Millennium Development Goal

.This document serves as a guide in the formulation of the SIP.

Vision, Mission and Core Values

RA 9155, Chapter 1, Section 7.D.4, Governance of Basic Education, 2001

Annex 1 presents a sample SIP Workshop Program of Activities.

Post-workshop activities This involves the finalization of the SIP.

Convening of the School-Community Planning

Convene School-Community Planning team (SPT),

2. Orient the Team on the following during the meeting:

Mandate or legal basis of the SIP planning process

Data Gathering and Consolidation

Get a copy of your schools Basic Education Report Card (BERC).

Objective and Expected Output of the Session

Overview of the school-community planning process

Formally open the planning workshop. Do a roll call.

Objectives of the SIP planning process

Activity 2: Sharing of visions/aspirations

Students learn in a child-friendly, gender-sensitive, safe and

Activity 4: Orientation on the Key Outcomes

Write the abovementioned terms on the board.

Access means that every pre-school and school-age child in the

Governance particularly at the local level means shared governance

Closing the session

State the following:

Objective and Expected Output of the Session

State the following:

One most important information we need to know is the total no. of

The other relevant data on access are the following:

and % of 5-year-olds not enrolled

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

Set the general objective on access.

To maintain high level of access to education This is the suggested general

Set the specific objectives on access.

and % of 5-year-olds not enrolled

No. of pupils/students who are victims of or vulnerable to child

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

Our aim is to increase each of the following variable or maintain it at 100%,

State the following:

To be able to gauge that we have accomplished our objectives, we need to set

Post the following table on the board:

10. Fill up the above table as follows:

% of 5-year-olds not enrolled : 0

Do we all agree on these objectives and targets?

Activity 2: Situational Analysis and Objective/Target Setting: Quality

2. Recall the definition of quality as presented in Session 1. [See page 10.]

The available relevant variables for Quality are:

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

In addition, we have some information from the FGDs we have conducted

Do you see distinct trends by gender? By grade level?

Grade 3 and Grade 6 pupils who are non-readers

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

[Ex. of specific objective: To decrease the no. of Grade 3 pupils who

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

GENERAL OBJECTIVE ON QUALITY:

16. Fill up the above table as follows:

Grade 3 and Grade 6 pupils who are non-readers: 0