Department of Education

Region III, Division of Pampanga

SAN MATIAS NATIOANL HIGH SCHOOL
Sto. Tomas

Re-Orientation on the Enhanced School

Implementation Plan (SIP) and Strategic
Planning for S.Y 2016-2019

Palma St. Queen of Peace ,

Baguio City

Coming together is a beginning,

Keeping together is
progress.
Working together is
success.

Henry
Ford

Objectives:
clearly understand the Enhanced SIP
Methodology
affinitize responses
Select area of focus
map school process/es
identify root cause/s
do root cause analysis through why why
diagram
write project design

SIP CYCLE
Plan
1. Organize SPT
2 .Convene and
orient SPT
3. Gather and
organize
data on : learners
access to
quality
education
school on

Asses
s

Act

1. Identify and
1.Propose Solutions
and Projects
analyze the PIAs
2. Set general
2. Draft the SIP and AIP
objectives
3. Listen to the voice
of the learners and 3. Implement Proposed
Solutions
other stakeholders
4.analyze school
4.Communicate Progress
processes
5. Determine the root
cause/s of the PIAs

The SIP Flowchart

January-March
SCHOOL
HEAD W/
TEAM

SCHOOL
PLANNING
TEAM
(SPT)

PROJEC
T TEAM

1.Gather and organize necessary data &

form SPT
Convene the SPT for orientation, vision
sharing & scheduling
2.Present School
data
Identify /review
PIAs

Liste
n to
the
Voice
of
learne
rs

Analyz
e the
school
process

3. Set gen.
objectives
Organize PT

Select
area of
focus

Do
root
cause
analysi
s

Present
the root
cause to
SPT

AprilMay
For year 1 submit the ff: copy of SIP, copy of AIP Year 1,
Project monitoring forms for Year 3 of the previous cycle
For Year 2 & 3: Submit AIP Year 2/Year 3 with Project
Monitoring Forms of the previous implementation plan.
SCHOOL
PLANNING
TEAM
(SPT)

PROJEC
T TEAM

4.Review
gen.
objectiv
es &
targets

5.Formula
te
solution/s

7.
Present
the root
cause to
SPT
6.Develo
p Project
Design/s

8.Prepar
e the AIP

JuneJanuary
PROJEC
T TEAM

1.
Identify
PIAs
9. Test
the
solution/
s

SCHOOL
PLANNING
TEAM
(SPT)

SCHOOL
HEAD W/
TEAM

11. Check
the progress
of AIP

SRC
Reporting

Did the
solution/s
work?
D

NO

10. Rollout
the solution/s

YE
S

SCHOOL HEAD
W/ TEAM

Initiate the discussion on

the status of the school by
presenting the SRC or a
summary of the SCDT
(ANNEX I ).

SCHOOL
PLANNING
TEAM (SPT)

Maximize your SRC

Look into gaps with Division targets

(use Gap Analysis Template)

Annex 3: Gap Analysis Template

Division Targets
B. SCHOOL PERFORMANCE
B2.CURRENTLYCONTRIBUTING
A. DIVISION
TARGETS

B1.DATANEEDED

YES/
NO

EXPLANATION

B3.INHIBITING
FACTORS

B5.GROUPS
B4.PROJECTS
THAT
IMPLEMENTED
REQUIRE
ATTENTION

Dropout Rate:
0%

Promotion
Rate: 91%

National
Achievement
Test (NAT)
Mean
Percentage
Score (MPS):
65

Gap Analysis
A. DIVISION
TARGETS

B. SCHOOL PERFORMANCE
B5.GROUPS
B2.CURRENTLYCONTRIBUTING
B3.INHIBITING B4.PROJECTS
THAT
YES/
B1.DATANEEDED
EXPLANATION
FACTORS
IMPLEMENTED
REQUIRE
NO
ATTENTION
Disadvantaged
Highdropoutrates
.School
students
duetothe
dropoutrates
(financialand
following:
overtheprevious
Overalldropoutratesinschool
health),those
-financialmatters
wholivefar
No overthelastthreeyearshave

threeyears
- healthproblems
fromthe
notbeenlowerthan4%.
2.Reasonsfor
- disasters
school,and
droppingout
- distancefrom
thoseaffected
school
bydisasters

1
Dropout Rate:
0%

Promotion
Rate: 91%

Schoolpromotion
ratesoverthe
previousthreeyears

Overallpromotionratesover
Inhibitingfactors
thelastthreeyearshavebeen
No
stillundetermined
around10%lessthanthe
fromavailabledata.
target.

National
Achievement
Test (NAT)
Mean
Percentage
Score (MPS):
65

1.MPSforEnglish
2.MPSforFilipino
3.MPSforMath
4.MPSforScience
5.MPSforHEKASI

MPSforFilipino,Math,
Science,andHekasiare
MPSforEnglish
greaterthan65forGrades3, rangesfrom49.88
Yes

6,8,and10.OverallMPSisat to53.96forgrades
least65.5foreachgrade
3,6,8,and10.
level.

Younger
learners,
particularly
thosefrom
Grade1.

Younger
learners,
particularly
thosefrom
Grade3.

Step 2.1: Present and discuss the information

gathered during the preparatory activities

ASK YOUR SPT:

1. What surfaced as the most pressing
need/problem?
2. What trends surfaced from your data?
3. Did your school improve? Stagnate?
Worsen?
4. What did you find alarming from the data?
5. What needs the most improvement?
12

Activity 2.1: Present and discuss the information

gathered during the preparatory activities

1. Write down results

of the discussion to
come up with an
initial list of
improvement areas.
2. Group related or
similar problems.

Use metacards
so its easy to
group the
problems
together.
13

Activity 2.2: Identify/Review the Priority

Improvement Areas

There is no limit to the

number of PIAs.

PIAs are the most

pressing needs or
problems within and
It is important that the SPT
outside of the
school that
makes a priority list of PIAs.
surfaced from your
school and learners
data.
PIAs have varying difficulties

Prioritization Rubric
CRITERIA
Strategic
Importanc
e
Urgency
Magnitude
Feasibility

DESCRIPTION
The number of other
improvement areas that will
benefit when the
improvement area is
addressed.
The urgency or need to
improve the area as soon as
possible.
The number of learners that
will benefit when the
improvement area is
addressed.
The degree to which the
improvement area is within
the schools mandate and
control.

SCALE

5 Very
high
4 High
3
Moderate
2 Low
1 Very
low

Sample Rubrics
Improvement Strategic
Areas
Importance

Urgency

Magnitude

Feasibility

Average

Interpretation

High
dropout
rate

3.25

Moderate
Priority

Low
promotion
rate

3.75

High
Priority

Low English
literacy

4.5

Very High
Priority

Flooding

3.5

High
Priority

High Dropout
Improvement Strategic
Areas
Importance

High
dropout
rate

Urgency

Magnitude

Feasibility

Average

Interpretation

3.25

Moderate
Priority

Strategic importance can benefit promotion rates

Urgency dropout considerably affects learners; and, over three

School Years, dropout rates have not improved (Annex 1A 4.2)

Magnitude affects around 4.25% of all learners (Annex 1A 4.2)

Feasibility there are factors that can be controlled (e.g.,

monitoring attendance, home visits), but there are also factors
outside of the schools control (e.g., learners financial situation)

Low Promotion
Improvement Strategic
Areas
Importance

Low
promotion
rate

Urgency

Magnitude

Feasibility

Average

Interpretation

3.75

High
Priority

Strategic importance no benefit to other identified priority

improvement areas

Urgency not being promoted considerably affects learners; and,

over three School Years, promotion rates have barely improved
(Annex 1A 5.2)

Magnitude affects 18.67% of all learners (Annex 1A 5.2)

Feasibility there are factors that can be controlled (e.g., formative

assessment), but there are also factors outside of the schools
control (e.g., conditions at home)

Low Literacy
Improvement Strategic
Areas
Importance

Low English
literacy

Urgency

Magnitude

Feasibility

Average

Interpretation

4.5

Very High
Priority

Strategic importance can benefit dropout rates and promotion

rates

Urgency learners are struggling even with the most basic

concepts: a lot of learners are still at frustration levels (see Annex
1A 7.1)

Magnitude only a few learners are at independent levels (see

Annex 1A 7.1) and NAT MPS for English is low (see Annex 1A
6.1)

Flooding
Improvement Strategic
Areas
Importance

Flooding

Urgency

Magnitude

Feasibility

Average

Interpretation

3.5

High
Priority

Strategic importance can benefit dropout rates, promotion rates,

and low literacy

Urgency needs to be addressed immediately before rainy season

starts

Magnitude affects learners who have to pass through flood-prone

roads just outside the school

Feasibility school can only mitigate flooding, and only within its
immediate vicinity

Annex 5: Planning Worksheet

21

Annex 5: Planning Worksheet

K-4

22

For Year 2 and Year 3

Review the PIAs listed in

the Planning Worksheet

In cases where the PIA has

already been addressed,
choose another PIA to take
on from the ones you have
identified.

You may use again the PIA

template to check these
PIAs
23

Activity 2.2: Identify/Review PIAs

OUTPUT CHECK:
PIA Template (Annex 4)
PIA column of the Planning Worksheet (Annex
5)

24

Activity 3.1: Set General Objectives

Example:
To improve Math scores of Grade 3
students by 20% at the end of 3 years.

Formulate

measurable
objectives for a
three year plan

Set incremental

targets for PIAs

that extend more
than a year

For Year 1: Math scores of Grade 3

students improved by 10%
For Year 2: Math scores of Grade 3
students improved by 15% from year 1
scores
For Year 3: Math scores of Grade 3
students improved by 20% from year 1
scores
*Note: to be able to reach this,
interventions should also be done in
Grades 1 and 2
25

Developing Objectives Statements

PIA

What is it
What do
about the
you want
PIA that
to
made it an
happen?
IA?

Our
schools
dropout
rate is
significant
Dropou ly higher
t
at 4%
versus our
Divisions
standard
level of
0%

We want
our
schools
dropout
rate to
reduce
from 4%
to our
Division
s
standard
level of
0%

To do
General
on
Objectiv
what?
e
(a.k.a.
without
Indicato
To
BLT
(verb)
r)

BL

To
The
reduce dropo
ut rate

4
%

0
%

What
to
do?

To
reduce
the
dropou
t rate

Time
Period

General
Objective

In 3 To reduce
years
the
or by dropout
2019 rate from
4% to 0%
in 3 years

GENERAL OBJECTIVE
Verb

Indicator

To increase the Grade 3 MPS in

English from a
Baseline
Target Time Period
range of 49.88
to 53.96
to 65 in 3
years

S
SPECIFIC
What do you
want to do
specifically?

MEASURABLE ATTAINABLE
How will you
know when
youve
reached it?

Is it in your
power to
accomplish it?

REALISTIC

TIME-BOUND

Can you
realistically
achieve it?

When exactly
do you want to
accomplish it?

AVOID

GENERAL

LOOSE

OBSOLETE

BIG WORDS

ELASTIC
28

1. Transfer your objective statement

to the General Objectives column
of the Planning Worksheet. (3
minutes)

29

For Year 2 and Year 3

Using your SRC and other monitoring reports,

revisit your SIP Objectives
Check and update these objectives accordingly

30

Activity 3.2: Organize Project Team

Project Member

Roles

Responsibilities

The members of the Project Team may be drawn from

the community, teachers, and learners with at least one
member coming from the SPT.
For PIAs related to the teaching-learning process,
organize the Project Team from members of the LACs.
31

Activity 3.2: Organize Project Team

Organize Project Team

Schools may use the IPCRF to determine project team

members and to encourage teachers to join project
teams.
Project Team discusses PIA and the possible factors
affecting the PIAs.
32

For Year 2 and Year 3

1. For PIAs that last more than a year,

utilize the same Project Team.
2. Check the performance of the Project
Team.
3. Change membership if necessary.

33

Activity 3.3: Listen to the voice of learners

and other stakeholders

This is one of the most

crucial steps in the SIP
process.
Project Team should talk to
the learners and stakeholders
who are relevant to your
assigned PIAs
34

Activity 3.3: Listen to the voice of learners

and other stakeholders

Listening can be done

through one-on-one or
dyads/triads interviews,
surveys, or Focus Group
Discussions (FGD) with
learners, parents, and
other stakeholders.

Home visits might be

necessary.
This step is also a good
opportunity to ask the
learners or stakeholders on
how they were helped by
your school
35

Activity 3.3: Listen to the voice of learners

and other stakeholders
Questions on FGDs should
focus on the 'how'.
It's not a one-shot activity;
continuously listen to the
voice of the learners.
While SIP is a
process/methodological,
listening to the voice of
the learners can happen
at any time.
36

Activity 3.4: Analyze school process

Analyze Priority Improvement Areas

Thisstepisto
understandwhy
andwherethe
needsand
problemsexist.

1. A process is a set of activities that

are arranged together in order to
deliver a product or a service.
2. A process must also be simple
enough to be repeatable and
replicable.
3. The Project Team should map out
the processes involved in the
assigned PIA through the use of a
flowchart of what is currently
happening in each step of the
process and NOT what the process
should be.
*Note: Project Team can first brainstorm the
steps in the process. They will then validate
these steps through direct observations.
37

School Measures
Students

Enrollment
Dropout rate
Attendance of
students
Reflection of
values
Cohort survival
Graduation rate
Child protection
Child Nutrition
Student
Performance
Scores:
NAT/DAT/RAT
PHIL-IRI
Numerates/No
n-numerates

Teachers
Teacher
developmen
t
Teacher
attendance

School
SBM
accreditation
Eco-friendly
Sufficient
resources
Sufficient
infrastructure

Guidelines for Constructing Survey

Questions
Start with interesting
questions

Dont write leading

questions

Avoid double negatives

Dont make the list of

choices too long

Avoid difficult concepts

Use closed-ended

questions

Sample VOL of Grade 7 Students on their English Subject

No, of
Responses

Kailangan ko ng sapat na oras sa klase

10
Gusto ko bigyan ako ng oras ni titser para maka-recite
9
Gusto ko ng me pictures
9
Gusto ko tulungan ako ni titser sa pag-practice
7
Gusto ko magamit ang aking natutunan sa labas ng klase
9
Kailangan ko matuto ng salita na magagamit ko sa internet chat
Kailangan ko na me librong magamit sa labas ng klase
7
Gusto ko nakapagtanong ako sa guro ko
9
Gusto masaya sa klase

7
Kailangan ko ng mas mahabang time para maturuan kami magbasa.
8

 Kulang ang oras para mag-practice

Gusto ko dahan dahan sa pagturo

Ayokong maingay sa klase habang nagsasalita si teacher

Kailangan kong makaupo ng maayos para hindi ako nahirapan

Matulungan akong makaintindi ng mga salitang inglish sa google

Gusto kong matuto ng salitang ingles na makatulong sa aming negosyo sa bahay

Kailangan kong umupo sa malapit para makita and makarinig ng mabuti

Ayokong malapit masyado sa harapan dahil farsighted ako

Gusto ng me laro.

10

Gusto ko ng tahimik na klase

Make an affinity diagram of all

responses in VOC
When Gathering large amounts of lang

What is an Affinity Diagram?

Help grasp very large or complex issues

Find patterns in mountains of data
Organize ideas, issues, opinions
Encourage breakthrough understanding

Example: Possible Grade 7 Students Requirements on

Learning English words (Can you rephrase them better?)
Sapat na oras
sa klase

Me saysay ang
mga
natutunan ko

Kailangan ko ng
sapat na oras sa
klase -10
Gusto ko bigyan ako
ng oras ni titser para
maka-recite -9
Gusto ko tulungan ako
ni titser sa pagpractice -7
Kailangan ko ng mas
mahabang time para
maturuan kami
magbasa. --8
Kulang ang oras para
mag-practice 6
Gusto ko dahan dahan
sa pagturo -5

Gusto ko magamit
ang aking natutunan
sa labas ng klase--8
Kailangan ko matuto
ng salita na
magagamit ko sa
internet chat -9
Matulungan akong
makaintindi ng mga
salitang inglish sa
google --6
Gusto kong matuto
ng salitang ingles na
makatulong sa
aming negosyo sa
bahay --4

Total

Total

40

27

Akmang
Kapaligiran para
sa pag-aral ng
ingles

Gusto ko ng tahimik na
klase ----9
Ayokong maingay sa
klase habang
nagsasalita si teacher
9
Kailangan kong
makaupo ng maayos
para hindi ako
nahirapan --3
Kailangan kong umupo
sa malapit para makita
and makarinig ng
mabuti 2
Ayokong malapit
masyado sa harapan
dahil farsighted ako 1
Total

25

Sapat na
paraan* para
matuto
Gusto
Gusto ng
ng me
me laro.
laro.
10
10
Gusto
Gusto ko
ko ng
ng me
me
pictures
9
pictures 9
Kailangan
Kailangan ko
ko na
na
me
me librong
librong
magamit
magamit sa
sa labas
labas
ng
klase
7
ng klase 7
Gusto
Gusto ko
ko
nakapagtanong
nakapagtanong
ako
ako sa
sa guro
guro ko
ko
9
9
Gusto
Gusto masaya
masaya sa
sa
klase
10
klase
10
Total
Total 43
43 (( Major
Major
Requirement
Requirement /need
/need
of
customers)
of customers)

Table 2: RESULT OF THE FOCUS -GROUP DISCUSSION (FGD)

ANSWERS TO QUESTION NUMBER ONE

Teaching Practices

1. Boring
lesson

Unable to explain
the lessons well
(107 respondents)
Unable to
reinforce the
basic skills
(107
respondents)

Boring lessons
(225)respondents

Always use the

lecture- discussion
method
Make use of Manila
paper
2. Unable to reinforce
basic skills
Less drills and
exercises
Do not give followup questions as self
check

Weig
ht
(%)

No.
of
Resp
onse
s

73

225

62

192

50
35
59

58

154
107
184

179

Sample Process Map

START

Checkingthe
testpapers

Preparingthe
test

Recordingthe
testscores

Answeringthe
test(test
proper)

Distributingthe
testpapers

Analyzing
performance
onitems

MATH PERIODICAL TEST PROCESS

45

END

Activity 3.4: Analyze school process

Analyze Priority Improvement Areas
DO DIRECT
OBSERVATIONS. When you
do direct observations, you
will notice problems arising
in specific activities in the
current process - storm
clouds
Storm clouds help you
locate where the issues
reside and are specific,
measurable, and
observable.
46

Sample Process Map w/ Storm Clouds

(Math Periodical Test Process)
Two answer
sheets were
missing

START

Checkingthe
testpapers

Preparingthe
test

Eight students
were talking to
their seatmates

Distributingthe
testpapers

Recordingthe
testscores

10/30 students papers had

items that were erroneously
checked

Analyzing
performance
onitems

Answeringthe
testpapers
(testproper)

END

Only 2/30 students correctly

answered the difficult items
47

Teaching-Learning

Activity 3.5: Select Area of Focus

Analyzeyourschool
contextandsee
whichareato
prioritize.

Focusing on a problem
allows you to deal with
fewer issues which you can
deeply analyze.
Improvements in your area
of focus may contribute in
addressing the bigger
issues in school
49

Activity 3.5: Select Area of Focus

In choosing an area
of focus, consider
the most strategic
storm cloud that will
affect your PIA.
Focus on a storm
cloud where most
of the other storm
clouds are linked.
50

Root Cause

Review of Problem Statement

79% of grade 3 students (54 out of 68) answered

incorrectly during recitation in their English
classes

Activity
3.5: Select
Area of Areas
Focus
Analyze
Priority
Improvement
Having identified your
area of focus from the
storm clouds, formulate it
into a problem statement.
What is the magnitude
of the problem?
How often is it
happening?
Where is it happening?
When does it happen?
54 out of 68 Grade 3 students
incorrectly answered during recitation.
53

SCHOOL IMPLEMENTATION PLAN

(name of School)
SY ___to SY____
I. Dep Ed Vision. Mission, and CoreValues ( include of the SIP.
II. teams reflection on these)
III. Schools Current Situation
IV. ( a narrative based on the SCDDT (annex 1A) and the SRC
V. Planning Worksheet
VI. Monitoring and Evaluation
VII. (include a brief description of the Monitoring and Evaluation
arrangements in the Implementation Plan
Prepared by:
SPT Member Name
_____________________
______________________
_______________________

Signature
__________________
__________________
____________________

Project Monitoring Report Form

Scheduled Dates of Monitoring
Mid-year___________________
(1)

(2)

Name Objectiv
of
es
Project

(3)

Date of
Monitoring

Year-end________________
(4)
Accompli
shments/
Status to
Date

(5)
Issues/Chall
enges

To be filled
up by the PT

To be discussed
by the SPT and
PT

(6)
Recomm
endation
s/ Action
Points

(7 )
Signature
of SPT &
Project
Team
Leader

Coming together is a beginning.

Keeping together is
progress.

Working together is
success.

Henry

Behind every
successful
person, there
is one
elementary
truth.
Somewhere,
someway,
someone
cared about
their growth
and
development.