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TO Schools Division Superintendents

Chief o f the FTAD, this Office
SGOD Chiefs
SBflfl Coordinators
School Heads
ASS Others Concerned

FROM
Director lit
Officer-in-Charge %
Office of the Regional Director

S U B JE C T i School improvement Plan (SIP) Instructional Videos, Styteguide,

Appraisal Process, and Quality Assessm ent (QAJ Tool

DATE : December 10,2018

Attached is a copy of the unnumbered memorandum dated November 27,2018 from

ASec. Atty, Revsee A. Escobedo, Assistant Secretary for Project Management, BHRQD, and .
FieW Operations, relative to the School improvement Plan (SIP) Instructional- Videos,
Styteguide, Appraisal Process, and QuaBty Assessment (QA) Tod. for information and
guidance.

Relative to this, the Styteguide, Appraisal Process, and Quality Assessment T o d can
be downloaded from this fink WUy/QATooiandStyleguide. .

For more information and inquiries, afl concerned may communicate with 8HRO0-
SED at M jlid ■
tedetM .srow.ah or call 633-5397.

Widest dissemination of this Memorandum to all concerned is desired.

’ Department o f Education -
Region V
v D IV ISIO N O F CAM ARINES SUR
Freedom Sports Complex, San Jose, Pili, Camarines Sur
Tel. No./Fax No. 054-871-3.3-40
December 11, 2018

TO : SG OD Cnief
, SBM Coordinator
School Heads
All other concerned

F o r information and guidance.

CECILE C7FERRO
Assistant Schools Dwision Superintendent
O fficer-ln -C h a rg e
 R e p u b lic of tljc

department of Clmcstton
Office of the Assistant Secretary

M EM ORANDUM

TO: REGIONAL DIRECTORS

SCHOOLS DIVISION SUPERINTENDENTS
FTAD AND SGOD CHIEFS
SBM COORDINATORS
SCHOOLS HEADS
ALL OTHERS CONCERNED

FROM: ATTY. REVSEE A. ESCOBEDO

Assistant Secretary for Project tyaijageyient,
BHROD, and Field Operations [

SUBJECT: School Improvement Plan (SIP) Instructional Videos, Styleguide,

A ppraisal Process, and Quality Assessment (QA) Tool

DATE: 27 November 2018

In 2015, the Department of Education provided the minimum standard for the preparation of
school improvement plan through DepEd Order 44, s. 2015. Under the current policy, the
enhanced SIP has a three-year cycle which commenced in SY 2016-2017.
In preparation for the next cycle, the School Effectiveness Division - Bureau of Human
Resource, and Organizational Development (SED-BHROD) had conducted monitoring and
evaluation on SIP implementation and collected feedback from the field on various issues and
concerns affecting tliis policy. Among the issues that were raised include: unstandardized
and highly variable training on SIP, absence of assessment tool that Schools Division Offices
(SDOs) can use in appraising its quality, and insufficient information on the specific contents
of the plan.
To continuously improve DepEd's processes and policy, this Office hereby releases the
following tools and references to further guide die schools and SDOs in the preparation and
appraisal of SIPs, respectively, for the next cycle:
s Instructional Videos: reference materials that will facilitate the preparation of the next SIP
cycle; this will guide the new school heads who were not included during the first run of
training; and will enlighten further those previously trained but were still a bit confused
with the process; these videos can be accessed from this link bit.ly/SEPVideos.
• Styleguide: a simple and straightforward template that will guide schools in writing the
SIP as a result of the planning process provided in DO 44, s. 2015, which was conducted
by the School-Community Planning Team (SPT).

• Appraisal Process: the process that will guide the SDOs and schools in the appraisal of
SIPs. It contains steps, which the SDOs may customize to suit their specific needs.

• Quality Assessment Tool: a standardized tool that will be used by the Schools Division
Offices to assess the quality of the School Improvement Plan (SIP). This tool does not
intend to compare achievement of schools, but determines die degree of meeting the
criteria of a good SIP.

The Styleguide, Appraisal Process, and Quality Assessment Tool can be downloaded from
this link bitly/QAToolandStyleguide.

For more information and inquiries, all concerned may communicate with BHROD-SED at
bhrod.sed@deped. eov. ph or call 633-5397.

For appropriate action.

 NAME OF SCHOOL
School ID
School Address

ENHANCED
SCHOOL
IMPROVEMENT
_________ PLAN
School Year 20xx-20xx

School Improvement Plan IH M H l

MESSAGE (OPTIONAL)

The quick brown fox jumps over the lazy dog. The quick "brown fox
jumps over the lazy dog. The quick brown fox jumps over the lazy dog. The
quick brown fox jumps over the lazy dog. The quick brown fox jumps over
the lazy dog. The quick brown fox jumps over the lazy dog. The quick brown
fox jumps over the lasy dog. The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog. The quick brown fox jumps
over the lazy dog. The quick brown fox jumps over the lazy dog. The quick
brown fox jumps over the lazy dog. The quick brown fox jumps over the lazy
dog. The quick brown fox jumps over the lazy dog.

School Improvement Plan

TABLE OF CONTENTS

CHAPTER 1. Department of Education’s Vision, Page x

Mission, and Core Values Statement

CHAPTER 2. School’s Current Situation Page x

CHAPTER 3. Plan Page x

CHAPTER 4. Monitoring and Evaluation Page x

List of Acronyms Page x

List of Tables and Illustrations Page x

School Improvement Plan

LIST OF ACRONYMS

DepEd - Department of Education

SIP - School Improvement Program
AIP - Annual Implementation Plan

School Improvement Plan

CHAPTER 1
Department of Education Mission, Vision, and Core Values
Statement

T h is ch ap ter p resen ts the docum entation of m atters th at tran spired during

the Vision S h a rin g 1 activity. T h ese include th e list of the Sch ool Planning
T eam ’s (SPT’s) aspirations for the school and learners, th eir
understanding o f DepEd VMV and Core Values a s well a s their
commitments based on these understanding.

Another im portant docum ent th at m u st be included h ere is th e list o f roles

and responsibilities o f all SPT members, a s d iscu ssed and agreed upon
during the brainstorm ing session.

Lastly, the SPT timetable in the preparation, im plem entation, and

m onitoring of the SIP and AIP m ust be presented in th is ch ap ter to serve as
guide to all SPT m em bers and the school-com m unity a t large.

" Content Check:

---------------------------------------------------------------------------------------\ \
» Documentation of the Vision Sharing activity, their aspirations for the
school and learners and their insights on DepEd VMV and Core Values
o List of roles and responsibilities of all SPT members
° SPT Timetable
Notes:
° Suggested number of pages: 1 to 2
Additional references: ESIP Guidebook (pages 4-10) and
SIP Instructional Video 1 ^

:The Vision Sharing is a reflective activity where the SPT internalizes the DepEd VMV and Core Values.
The School Head or other SPT member facilitates the activity to draw out the aspirations of all
members that will contribute to the attainment of school goals and objectives.

School Improvement Plan

CHAPTER 2
Assess

U
I
T h is ch ap ter p resen ts a briei discu ssion on the school and com m unity data

<
that were gathered, organized, and assessed using the tem p lates provided in
the E SIP Guidebook. The school m u st en su re th a t th ese data are accu rate

Q.
and updated to be able to capture the sch o o l’s cu rren t needs. In the

I-
d iscu ssion, em phasize the con nection o f th ese d ata with the sch o o l’s cu rren t
situation.

It h a s five (5) sections, nam ely: sch o o l’s cu rren t situ ation , priority
im provem ent areas, general objectives, targ ets, and root cau ses.

School’s Current Situation

Building on the re su lts o f d ata a ssessm en t, seam lessly co n n ect the initial
list o f improvement areas to create a picture o f the sch o o l’s cu rren t
situation. Use the following references in writing th is Section:

® School-Community Data Templates (Annexes 1A to 2C): p resen t the

alarm ing data th a t need to be prioritized for im provem ent, which
affect the perform ance o f school and learn ers.
® Gap Analysis Template (Annex 3J:identify the gaps th at need to be
prioritized for im provem ent and how th ese affect, the attain m en t o f the
Division targets.

The school may also highlight their achievements in areas where they excel
or perform highly, whether at the district, division, region, or national level.
This should not exceed one (1) pacje.

Priority Improvement Areas

In th is Section , p resen t th e List o f Priority Improvement Areas (PIAs) a s a

resu lt of the 5-point scale ran king provided in th e E S IP G uidebook (page 13).
A sam ple listing will suffice. Use Annex 4 or Identifying Priority Improvement
Areas m atrix in presenting the list o f PIAs.

In the Planning W orksheet (Annex 5), align the PIAs in colum n 3w ith the
appropriate learning stages and interm ediate outcom es in colum n 2,
e.g. PIA is “low E n glish literacy” (colum n 3) m u st be aligned with 1 0 5
“learn ers attain learning stan d ard s” (colum n 2).

General Objectives

In the Planning Worksheet, write the corresponding General Objectives in

colum n 4 for the identified PIAs. E n su re th a t th ese objectives are SMART
and responsive to the PIAs.

School Improvement Plan 2

Th ere are p ro cesses involved prior to the conduct of the actu al Root C au se
A nalysis (RCA), like the conduct o f FG D s and interviews w ith learn ers and
other stakeh olders, and an alysis of specific school p rocess involved in the
assigned PIA to identify storm clouds and area o f focus. T h ese are not
required to be included in th is Section , b u t shall b e p art o f the A nnexes of
the SIP.

A focused problem /area can have several root ca u ses, write in th is Sectio n
the resu lts of the Prioritization o f Root Causes u sin g the ch eck list
provided in Annex 8 (ESIP Guidebook, page 98). W rite in colum n 5 o f the
Planning W orksheet the identified root ca u se s for the PlAs.

In the
and identify if this will happen in Year 1, Year 2, or Year 3 of the SIP cycle
(columns 6,h to a'*’).

The targets must be written in quantitative form.

Planning Worksheet

To enlighten the read ers who were n ot involved in the SIP preparation, write
th ree to four sen ten ces describing the co n ten ts of the fully accom plished
Planning W orksheet.

^ C o n te n t Check:
o School’s Current Situation (brief discussion) with Initial List of Improvement
Areas (PIAs)
® List of PIAs (Annex 4)
o Annex 5 or Planning Worksheet - completely filled out with the following
information: priority improvement areas, general objectives, targets, and
root causes.
Notes:
° Suggested number of pages: 3-5
® Additional references: ESIP Guidebook (pages 11-21) and
s ip lnstruct^ ^ ^ ^ ° ^ Assess

3
School Improvement Plan
CHAPTER 3
Plan

A. Project Work Plan & Budget Matrix

In th is Section, p resen t the List o f Solutions for th e identified root cau ses.
T h ese identified solutions are those th a t have satisfied the criteria provided
in Step 5 of the E S IP Guidebook (page 23). P resen t a m atrix containing root
ca u se s and corresponding solution.

A ttached copies of the Project Work Plan and Budget Matrix (Annex9)
prepared for the identified solutions. One p roject work plan per solution,
w hich co n tain s the following inform ation: problem statem en t, p roject
objective statem en t, activities, and output.

The duration of projects vary depending on the timelines set for the
identified PIAs. It is important to make these projects manageable to
provide the team with immediate results that the school can celebrate (if
these are successful) or improve (if these do not meet the target). Thus, in
cases where there are major projects that would need a long time to
implement, the Project Team should subdivide this into smaller, more
manageable projects.
WJ

B. Annual Implementation Plan (AIP)

A nother im portant docum ent th a t will be attach ed is the Annual

Implementation Plan (Annex 10) for Y ear 1, the S IP ’s operational plan. It
co n tain s specific p ro jects th a t will be u n d ertak en by the school in a
p articu lar year, w hich include th e following: outpu ts, activities, sched ule,
required resou rces, source of fund, and th e individuals accou n table for the
co n d u ct o f th ese p rojects. It also in clu d es operational cost su ch a s b u t not
lim ited to utilities, supp lies and m aterials, etc. th at are considered eligible
expenditu res in th e existing MOOE guidelines.

^ C o n ie n t Check:
o List of Solutions
° Project Work Plan and Budget Matrix (Annex)
<= Annual Implementation Plan Year 1 (Annex)
Note:
® Additional references: ESIP Guidebook (pages 22-26) and
SIP Instructional Video 3 (Plan Phase)
V
School Improvement Plan
CHAPTER 4________________________________
Monitoring and Evaluation

The SPT will m onitor progress in the m iddle and end of project
im plem entation period depending on th e tim elines set by the Project Team s.
In longer projects, the SPT will have to m onitor m ore th an twice.

Sch ed u les o f m onitoring m u st be indicated in the suggested Project

Monitoring Report Form (ESIP Guidebook, page 29). To help inform the
SPT o f the sta tu s o f th eir projects, the Project T eam s will su bm it their
respective progress reports u sin g th is tem plate.

A ttach die Project M onitoring Report Form s o f all p ro jects for Y ear 1 AIP.
w hich co n tain s the following inform ation: n a m es of project, p roject
objectives and targets, and the proposed d ates of m onitoring.

Write 2-4 sentences describing the Project Monitoring Report Form to

enlighten the readers who were not involved in the preparation of SIP.

School Improvement Plan

 Sam ple Certificate o f Acceptance

ftepubticof tlir Philippines

department of Cfcucation
Region_____
D IV ISIO N _____ ___________ ,____ _

awards this

'eriifimte o f\JjeeefihMice
to

(NAME OF SCHOOL)

for having successfully complied and met the requirements and standards
of the Department of Education as mandated by DepEd Order 44, s. 2015.

Given on the_____ day of_________________ 201____.

Schools Division Superintendent

 Appraisal of the School Improvement Plan (SIP)

After finalizing the SIP, the school shall now prepare for the submission of their SIP to the Division
Appraisal Committee, which in turn will endorse to the Schools Division Superintendent for approval.

1. SIP Appraisal

The SIP appraisal is one major activity that shall be done by a committee who will look into the
contents of the SIP to make sure that quality standards are met. While this committee is tasked to
ensure the quality of the SIP, its major consideration is to look on the important parts rather than
focus on the technical aspects, e.g. grammar, coherence, etc.

The Committee shall check on the accuracy of the data, consistency of the activities to the objectives
of the plan, and how the school will Implement the plan. It shall also take note of the technical
assistance that would be provided to help the schools improve their SIPs.

2. Appraisal Committee

The committee who will appraise the SIP at the division level shall be called Division Appraisal
Committee (DAC). The members of the DAC shall come from the Division Field Technical Assistance
Team (DFTAT); if none, the members can be taken from the existing group that checks and reviews
the SIPs of the schools.

For big divisions, the committee may contextualize the appraisal process to fit in their respective
unique situations. Below is a suggested composition of the Committee:

a. Assistant Schools Division Superintendent

b. School Governance and Operations Division - Chief
c. Curriculum and Instruction Division - Chief
d. Public Schools Division Supervisor
e. Representative from Finance Division
f. Division SBM Coordinator
g. M&E Focal Person/Planning Officer

Note: The composition of the team shall comprise of at least seven (7) members. It has the option to
add more members as deemed necessary. If more members are added, make sure that the total
number is still an odd number to prevent voting deadlocks.

3. Appraisal Process

The SIP appraisal shall be done using the SIP Quality Assessment (QA) Tool. This tool shall be used
by DAC to check if the SIPs meet the quality standard. The DAC shall provide some points for
improvements to further improve the SIP - which may be a section, chapter, or total revision. Specific
revisions must be cited in the "remarks" column of the QA Tool to guide the school heads on the
improvements that must be done in their respective SIPs. If none, words of appreciation must be
written as well in the remarks column to inform the schools that they did a good job in crafting their
SIPs.

4. Approval of the SIP

If the DAC approves the SIP, it shall submit the SIP to the SDS for approval and issuance of
certificate of acceptance/ approval to the schools.

SIP Appraisal Process / BHROD-SED / November 2018 1 I 2

 SIP Appraisal Process Flow

YES

Legend:

School Level

Division Level

SIP Appraisal Process / BHROD-SED / November 2018 2 |

 D EPAR TM EN T O F EDUCATION
School Im provem ent Plan (SIP) Q uality A ssessm ent (QA) Tool
SY__________ to SY___________

School I D : _____________________________________ School N a m e : _____________________________________________________________ School D is tric t_____________________________________

N am e o f School Head: _______________________________________________________ Schools D ivision O f f ic e : ________________________________________ ____________
Date o f SIP S u b m is s io n :_______________________________ _____________________ Date o f SIP appraisal: ________________________________________________________

The SIP Q u a lity A ssessm en t T o ol is a to o l th a t you w ill use to assess th e q ua lity o f the School Im provem ent Plan (SIP) based o n th e rub rics p er cha racteristic. The rubrics b elo w w ill g u id e you in
assessing w h ether th e SIP m eets q uality standards. It d oe s n o t Intend to com pare achievem ent o f schools, b u t th e degree o f m eeting th e c riteria o f a g ood SIP; and it creates a co m m o n fram ew ork
fo r assessing SIPs.

Instructions: Put a check ma rk ( / ) on the box b efore th e rub ric th a t fits the SIP you are assesing. You m ay refer to th e d ocu m e nts sp ecified per cha racte ristic to ensure th e q ua lity o f th e SIP you are
assessing. Lastly, In the rem arks colum n, specify actio n s th a t th e school head and th e SPT m ust ta ke to im p ro v e th e SIP (section o r chapter). If any; and w o rd s o f a p p re c ia tio n if th e y d id a good
jo b .

RUBRICS
CHARACTERISTICS REFERENCES REMARKS
Below Expectation M eets Expectation Exceeds Expectation
Chapter 1: Clarity and Minutes of the meeting The chapter simply states the The chapter clearly articulates the The chapter clearly stipulates the
completeness of DepEd VMV. SPT's understanding of the V M V and SPT's understanding of the V M V and
discussion on DepEd NOTE: This document should their aspirations for the school and their aspirations for the school and
contain names of attendees,
VM V learners; and states their roles and learners; and commits to perform
records of dicussion on vision
responsibilities that will contribute to their roles and responsibilities for the
sharing activity, and roles and
the attainment of the school goals attainment o f the school goals where
responsibilities.
where all members collaborate. all members collaborate.

Chapter 2: Clarity and SCDT Templates (Annexes 1A • The chapter presents accurate The chapter presents accurate and The chapter presents accurate and
completeness of 2C> and updated school and updated school and community data updated school and community data
discussion on School's community data but the with clear discussion on Its with clear discussion on Its
School Report Card
CURRENT SITUATION discussion on its connection to connection to the school's current connection to the school's current
the school’s current situation is situation. situation, highlighting alarming data
Gap Analysis Template (Annex 3)
not clear. that need to be prioritized for
Previous SIP (if applicable) improvement.

Chapter 2: Alignment and Prioritization Template/ Rubrics The chapter presents PIAs based The chapter presents PIAs that are The chapter presents PIAs that are
Relevance of PRIORITY (Annex 4) on the situational analysis, but aligned to IOs based on situational aligned to IOs based on situational
IMPROVEMENT AREAS are not aligned to IOs. analysis; and uses the prescribed analysis; and uses the prescribed
Planning Worksheet (Annex 5)
(PIAs) to Intermediate rubric. rubric; with concise discussion on
Outcomes (IOs) why such PIAs were selected.

Chapter 2: Planning Worksheet (Annex 5) The chapter presents objectives The chapter presents "SMART" The chapter presents "SMART"
Responsiveness of the that are not responsive to PIAs. objectives that are responsive to objectives that are responsive to
GENERAL OBJECTIVES to PIAs. PIAs; and those applicable are
PIAs aligned with the Division targets.

IP QA Tool / BHROD-SED / November 2018

 RUBRICS
CHARACTERISTICS REFERENCES REMARKS
Below Expectation Meets Expectation Exceeds Expectation
Chapter 2: Feasibility of Planning Worksheet (Annex 5) The chapter presents general The chapter presents general The chapter presents general
the TARGETS objectives but does not have objectives that are broken down into objectives that are broken down into
annual targets. annual targets and aligned with the realistic annual targets and aligned
proposed solutions. with the proposed solutions.

Chapter 2: Clarity and Planning Worksheet (Annex S) The chapter presents the root The chapter presents the root causes The chapter presents the root causes
completeness o f the causes but there is no evidence with evidence of the RCA process. with evidence o f the RCA process,
ROOT CAUSE ANALYSIS Documentation of Listening to of the RCA process. which were thoroughly deliberated
the Voice of Learners and other by the SPT; and with concise
(RCA) process
Stakeholders
discussion on why such root causes
were Identified.
Root Cause Analysis Diagram
(Annex 8)
Chapter 3: Project Workplan and Budget The chapter presents the major The chapter presents major activities The chapter presents major activities
Appropriateness o f the Matrix (Annex 9) activities for each project but do for each project that address the root for each project that address several
major activities in the not address the root cause/s. cause/s; which are within the root causes; which are within the
identified SOLUnON(s) school's control, economical, school's control, economical,
sustainable, and with support and sustainable, and with support and
commitment from the process commitment from the process
owners. owners.

Chapter 3: Project Workplan and Budget The AIP has incomplete data and The AIP has complete data and The AIP has complete data and
Comprehensiveness of Matrix (Annex 9) information. Information with activities supporting information with activities supporting
th e ANNUAL the attainment of the school the attainment of the school
Annual Implementation Plan objectives and Is aligned with the
IMPLEMENTATION PLAN objectives
(Annex 10)
(AIP) OPCRF.

OPCRF

Chapter 4: Completeness Project Monitoring Report The chapter presents Incomplete The chapters presents a monitoring The chapters presents a monitoring
o f the MONITORING Form (PMRF) monitoring plan. plan using the PMRF with the plan using the PMRF with the
PLAN following information: project name, following information; project name,
objectives and targets, and schedule objectives and targets, and schedule
of monitoring for the year of of monitoring fo r the year of
implementation. implementation, with reporting and
feedback mechanism to
stakeholders.

APPRAISER (SIGNATURE OVER PRINTED NAME)

IP QA Tool / BHROD-SED / November 2018