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Accountability Workshop: Chool Mprovement Lan

The document provides information about developing a School Improvement Plan (SIP) for Mawab Central Elementary School SPED Center. It outlines the objectives, key elements, and participants in the SIP development process. The SIP is a participatory document that outlines the school's vision, goals, strategies, and resources for improvement. It is developed by the School Planning Team with input from school stakeholders and approved by the School Governing Council.

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0% found this document useful (0 votes)

79 views76 pages

Accountability Workshop: Chool Mprovement Lan

Uploaded by

Marcopolo Tinio

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PPTX, PDF, TXT or read online on Scribd

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S I chool .

mprovement

ENHANCEMENT &
P lan

ACCOUNTABILITY
WORKSHOP
May 10-14, 2021
Mawab Central Elementary School SPED Center
SIP Development Process
Objectives:
At the end of this session, participants will have:

● determined and shared understanding of the key

elements of SIP.
● articulated meaning and importance of the key
elements of the SIP.
● written a draft SIP
The School Improvement Plan (SIP) is the
main vehicle through which schools will
proceed down the path to improvement.

The Improvement Plan, therefore, is a

document which embodies what a school
wants to achieve and the manner which to
achieve these.
The SIP is a document that outlines the
vision, values, goals, targets, strategies and
resources in school improvement.

It is developed in a participatory manner by

the School Planning Team and
representatives from groups of school
community stakeholders.

Manual on SGCs
w. But those plans are rooted in a belief that they will work. With faith, there is no plan that will clear the barriers that block the progress o

?
(The SGC decides on the membership of the
School Planning Team).

Manual on SGCs
Participants in the SIP Development Process

School Planning Team (SPT):

• School Head
• Representatives of stakeholder groups:
- teachers
- pupils/students
- SGC
- PTA
- LGU
- other community stakeholder groups
interested in school improvement
(For Approval)
School Planning Team (SPT):

School Head Teachers PTA

_

SSG/SPG LGU other community
stakeholder groups
interested in school
improvement
(For Endorsement)
School Governing Council (SGC):

SGC Chair PTA Member

_

Member Member other community
stakeholder groups
interested in school
improvement
The SIP Process
(SPT and PT)
Analyze school needs and identify desired
results/outcomes (with emphasis on improving
student achievement and school performance)

Prepare the SIP/AIP

based on the
Identify appropriate programs and suggested outline
interventions including resource
requirements

Identify implementation strategies

A School Improvement Plan

• School
Improvement
SCHOOL Project Title Resources
SCHOOL GOALS • Project • Budget per
VISION Objective activity
Approval & & • Output for the • Budget
Endorsement Pages
(CORE source
Year
MISSION VALUES) • Materials
• Activities
• Persons
Responsible
• Time Frame
Parts of a School Context

PARTS CONTENT
Background of School History of school; location; community situation

Student Population and 5-year enrolment; performance indicators

Performance
School Resources Facilities, teachers, classrooms

School Programs Curriculum, special programs

Community Support PTA, LSB, SGC, etc

Trends and Opportunities Factors impacting on school effectiveness; strengths
& advantages
The School Context
I. Background

- history of the school

- brief description of the school
and its culture as a learning
environment (ethos)
The School Context
II. Assessment of Past Performance (for the last five
years) cont.
A. Enrolment (based on enrolment
data as of July 31 of every year)
A.1 Elementary
A.2 Alternative Learning System
A.3 SPED
A.4 SSES
A.5 ALIVE
B. Performance Indicators
C. Program Indicators
The School Context
II. Assessment of Past Performance (for the last five
years) cont.
D. Academic Performance
D.1 National Achievement Tests
D.2 Regional Achievement Tests
D.3 Division Achievement Tests
D.4 District Achievement Tests
D.5 School-Level/Teacher-Made Achievement
Tests
The School Context
II. Assessment of Past Performance (for the last five
years) cont.

E. Nutritional Status
F. Instructional Supervision
G. Infrastructure Projects
H. Furniture and Equipment
I. Financial Management
J. Other Accomplishments
J.1 Academic Competitions
J.2 Co-curricular
A. Enrolment
(Based on enrolment data as of July 31 of every year)
A.1 Elementary
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
School Year/
Year Level M F T M F T M F T M F T M F T

Kinder

Grade 1 / 7

Grade 2 / 8

Grade 3 / 9

Grade 4 / 10

Grade 5

Grade 6

Total
A. Enrolment

A.2 Alternative Learning System

2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
School Year/
Year Level M F T M F T M F T M F T M F T

Kinder

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Total
A. Enrolment
(Based on enrolment data as of July 31 of every year)
A.3 SPED
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
School Year/
Year Level M F T M F T M F T M F T M F T

Kinder

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Total
A. Enrolment (Based on enrolment data as
of July 31 of every year)
A.4 SSES
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
School Year/
Year Level M F T M F T M F T M F T M F T

Kinder

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Total
A. Enrolment (Based on enrolment data as
of July 31 of every year)
A.5 ALIVE
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
School Year/
Year Level M F T M F T M F T M F T M F T

Kinder

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Total
A. Enrolment (Based on enrolment data as
of July 31 of every year)
A.6 IPED
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
School Year/
Year Level M F T M F T M F T M F T M F T

Kinder

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Total
B. Performance Indicators
School Year /
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
Indicators of Performance
Enrolment
Achievement Rate Total
Graduation Rate Graduates against
enrolled (for the year)

Completion Rate Graduate over the enrollment (6

years back if Kinder included)

enrollment for Grades 2-6 over

Promotion Rate promoted over enrollment enrollment for Grades 1-5 (last
year)

Survival Rate July 31 enrollment over 6

years back

Retention Rate Grades 1-6 divided by

Grades K-5 (last year)
enrollment (school age pop) over
Participation Rate total population of the age in the
community

No of drop-outs/ total

Drop Out Rate enrollment x (100)

Repetition Rate repeaters over total

enrollment (current)
C. Program Indicators

School Year/Indicators 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021

Enrolment
Total Teacher Requirement
Existing
Need
Total Classroom Requirement
Existing
Need
Classroom:Student Ratio 1:45 1:45 1:45 1:45 1:45
Teacher:Student Ratio 1:40 1:40 1:40 1:40 1:40
Txtbk: Student Ratio see separate sheet
TEXT BOOK:Student Ratio
as of March 2021

Learning Pre-
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Area/Grade Level school

English

Science

Mathematics

Filipino

Social Studies

MAPEH

TLE

Values Education
D. Academic Performance

D.1 National Achievement Tests

School Year
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
/ Subject Area

English
Science
Mathematics
Filipino
Social Studies
MAPEH
TLE
Values Education
Average MPS
D. Academic Performance

D.2 Regional Achievement Tests

School Year
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
/ Subject Area

English
Science
Mathematics
Filipino
Social Studies
MAPEH
TLE
Values Education
Average MPS
D. Academic Performance

D.3 Division Achievement Tests

School Year
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
/ Subject Area

English
Science
Mathematics
Filipino
Social Studies
MAPEH
TLE
Values Education
Average MPS
D. Academic Performance

D.4 District Achievement Tests

School Year
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
/ Subject Area

English
Science
Mathematics
Filipino
Social Studies
MAPEH
TLE
Values Education
Average MPS
D. Academic Performance

D.5 School Level/Teacher-Prepared Achievement Tests

School Year
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021
/ Subject Area

English
Science
Mathematics
Filipino
Social Studies
PEHM/MAPEH
TLE
Values Education
Average MPS
E. Nutritional Status

Beginning of Year End of Year % Reduction in

School Year
Severely Wasted Severely Wasted Severely Wasted

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021
F. Instructional Supervision

Total Number of Teachers

Year Observed
Imple- Target Actual Gain/Loss % Gain/Loss
mented

2016-2017 10/month
10/month
2017-2018

2018-2019 10/month
2019-2020 10/month
10/month
2020-2021
G. Infrastructure Projects
G.1 School Buildings
Year
Status
Implemented Source of Funds Cost Type Floor Area (sq m)
(as of March 2021)

G.2 Other Structures

Year Status
Source of Funds Cost Type Floor Area (sq m)
Implemented (as of March 2021)
H. Furniture and Equipment

Year Status
Source of Funds Cost Type Description
Implemented (as of March 2021)
I. Financial management
Sources of Funds
SY Goal Areas Income Generating
MOOE PTA LGU ASP Grant School Site Income Total
Project

Access

2017-2018 Governance

Quality

Access

2018-2019 Governance

Quality

Access

2019-2020 Governance

Quality
J. Other Accomplishments
J.1 Academic Competitions
School Year Awards Awardees

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021
J. Other Accomplishments
J.2 Co-curricular
School Year Awards Awardees

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021
III. Problems
and Issues

Goal Area Problems Identified Root cause

Access

Governance

Quality
CURRENT REALITY ASSESSMENT

(SWOT ANALYSIS)

1 2 3 4
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
o What are the trends
▪ What are the happening in the National
➢ What are the ❖ What laws, policies
accomplishments/achie and Local Community,
vements of the school? priority problems and social, political arenas that and programs that
▪ what are the things issues currently will have impact on the have been enacted
that make us happy
confronting the
effectiveness of the and or implemented
and proud about the school? that will hinder school
school? school? o What laws, policies and improvement and
▪ What are the strengths programs that have been
and comparative effectiveness?
enacted and or
advantages of our
implemented that will
school that will enable
us to address the
foster school improvement
problems and improve and effectiveness?
school effectiveness?
PROGRAM TARGETS
A. Enrolment
(Based on enrolment data as of July 31 of previous school year)
A.1 Elementary
2021-2022 2022-2023 2023-2024 2024-2025 2025-2026
School Year/
Year Level M F T M F T M F T M F T M F T

Kinder

B. Performance Indicators
School Year /
Indicators of Performance 2021-2022 2022-2023 2023-2024 2024-2025 2025-2026

Enrolment
Achievement Rate
Graduation Rate
Completion Rate
Promotion Rate
Survival Rate
Retention Rate
Participation Rate
Drop Out Rate
Repetition Rate
C. Program Indicators
School Year
/ Indicators
2021-2022 2022-2023 2023-2024 2024-2025 2025-2026

Enrolment
Total Teacher Requirement
Total Classroom Requirement
Classroom:Student Ratio 1:45 1:45 1:45 1:45 1:45
Teacher:Student Ratio 1:40 1:40 1:40 1:40 1:40
Txtbk: Student Ratio see separate sheet

Formula used in determining teacher and classroom requirement should follow EBEIS/Planning unit prescribed
formulas
TEXT BOOK:Student Ratio

2021-2022 2022-2023 2023-2024

Learning Area
Pre- Pre- Pre-
school 1 2 3 4 5 6 school 1 2 3 4 5 6 school 1 2 3 4 5 6

English

Science

Mathematics

Filipino

Social Studies

MAPEH

TLE

Values
Education
D. Academic Performance