Certificate No.

AJA19-0226

GRADUATE SCHOOL
Borongan City

Topic: HOW TO MAKE SCHOOL IMPROVEMENT PLAN AND ANNUAL

IMPLEMENTATION PLAN
Subject: Elementary School Principalship
Reporter: Nizea Marie C. Catamora
Professor: Dr. Felix Acong

I. OBJECTIVES
At the end of discussion, the MAED-EE students will attain the following objectives:
1. Define school improvement plan and annual implementation plan.
2. Identify the steps and process in the development of school improvement plan and
annual implementation plan.
3. Explain the importance of school improvement plan and annual implementation plan
in the school management and performance.

II. INTRODUCTION
School improvement plan is a roadmap that lays down specific interventions that a
school, with the help of the community and other stakeholders, undertakes within a period of
three (3) consecutive school years. It aims to improve the three key result areas in basic
education: access, quality, and governance. It is evidence-based, results-based, and child or
learner-centered. The SIP is central in School-Based Management (SBM) and is prepared
by the School-Community Planning Team (SPT) and the basis for the school’s Annual
Implementation Plan.

III. CONTENT
In accordance with the Governance of Basic Education Act of 2001 (Republic Act 9155),
the Department of Education (DepEd) promotes shared governance through School-Based
Management (SBM). Under this mandate, school heads are tasked to develop the School
Improvement Plan (SIP).
Guiding Principles:
1. The SIP shall be anchored on the DepEd vision, mission, core values, strategies, and on
Central, Regional, Division, and school goals.
2. The SIP shall be evidence– and results-based, child– and learner-centered.
3. The development of SIP requires innovative and systems thinking, and a mindset of
continuous improvement.
4. The formulation and implementation of the SIP shall involve the active participation of all
education stakeholders in the school and community such as the school heads, teachers,
parents, community leaders, and the learners themselves, among others.
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School Improvement Plan (SIP) Guidebook

• details the procedure in preparing the enhanced SIP and SRC
• shall serve as the official reference in the preparation and implementation of the SIP
and SRC
• concerned offices, local government units (LGUs), and development partners are
urged to conform to these guidelines as they implement projects and activities related
to school planning in DepEd schools
Definition of Terms
 Continuous Improvement (Cl) Process – a methodology to continually assess,
analyze, and act on the performance improvement of key processes and service
delivery, focusing on both stakeholder needs and the desired performance
 Continuous Improvement (Cl) Projects – projects that revolve around the continuous
improvement of an identified school process and service delivery related to access,
quality, or governance, with the end view of improving learning outcomes
 Evidence-based – the needs identified are supported by school-community data and
the proposed solutions are tested and proven to be effective
 Priority Improvement Areas (PIAs) – selected areas in school management,
operations, and service delivery that need to be changed to improve the three key
result areas in basic education: access, quality, and governance. A PIA is prioritized
based on disparity with Division goals, strategic importance, urgency, magnitude, and
feasibility
 School-Based Management (SBM) – the decentralization of decision-making
authority from central, regional, and division levels to the individual schools, with the
intent of bringing together school heads, teachers, students, as well as parents, the
local government units, and the community at large to improve learning outcomes
through effective schools
The Enhanced School Improvement Plan (SIP)
• the enhancements made on the SIP build on the strengths of the existing planning
process. The guiding principles are the same: learner-centered, standards-based,
evidence-based, participatory, with a systems thinking approach. However, the
planning process has become more responsive using the tools in the Continuous
Improvement process
• there is more emphasis on analyzing qualitative and quantitative data by listening to
the voice of the learners and other stakeholders, re-examining the school processes,
and doing root cause analysis
Steps in the Enhanced SIP Cycle
The Assess phase is where the identification of the PIAs is done and the general
objectives of the SIP are set. This phase includes listening to the voice of the
learners and other stakeholders and analyzing the school data and processes to
determine the root cause of each PIA
The Plan phase involves the preparation and writing of the SIP and AIP. It is when
the formulation of solutions and development of project designs are done
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The Act phase involves small-scale testing then implementation of the solutions.
Constant checking of the implementation progress is done in this phase as well
Preparatory Activities
Step 1. Prepare for SIP Development
Activity 1.1: Gather and organize the necessary data
Activity 1.2: Form the SPT
Activity 1.3: Convene the SPT for orientation, vision sharing, and scheduling
PHASE 1: Assess
Step 2. Identify/Review Priority Improvement Areas
Activity 2.1: Present and discuss the information gathered during the preparatory
activities
Activity 2.2: Identify/Review the Priority Improvement Areas
(PIAs)
Step 3. Analyze the Priority Improvement Areas
Activity 3.1: Set General Objectives
Activity 3.2: Organize the Project Teams
Activity 3.3: Listen to the voice of the learners and other stakeholders
Activity 3.4: Analyze the school processes
Activity 3.5: Select Area of Focus
Activity 3.6: Do Root Cause Analysis
Activity 3.7: Present Root Cause to SPT
PHASE 2: Plan
Step 4. Review General Objectives and Targets
Step 5. Formulate Solutions
Step 6. Develop project designs
Step 7: Write the School Improvement Plan
Step 8. Prepare the Annual Implementation Plan
PHASE 3: Act
Step 9. Test the Solutions
Step 10. Roll out the Solutions
Back to Assess
Step 11. Check Progress of AIP
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Reporting
• The school provides the SDO a copy of its SIP on the first year of the three-year
cycle. A copy of the AIP for year 1 and the Project Monitoring Report forms for year 3
(of the previous SIP cycle) should be attached to this. For years 2 and 3, only the AIP
needs to be passed to the SDO together with the accomplished Project Monitoring
Report forms of the previous implementation plan
• Year 1 – SIP + AIP (Yl) + Project Monitoring Report Forms (Y3) + year-end SRC
Year 2 – AIP (Y2) + Project Monitoring Report Forms (Yl) + year-end SRC
Year 3 – AIP (Y3) + Project Monitoring Report Forms (Y2) + year-end SRC
Monitoring
• The SDO, through the School Governance and Operations Division (SGOD), shall
have an independent monitoring and evaluation team to check the progress of the
SIP and AIP in each school. They will conduct a summative evaluation of the SIP at
the end of every cycle. Public Schools District Supervisors (PSDS), together with
trained principals and teachers from model schools, shall serve as coaches to guide
the schools in crafting and implementing the SIPs in their area
The School Report Card
The SRC is a report that provides stakeholders a snapshot of the school’s current
condition and performance. It is a tool for advocating and communicating the school
situation, context, and performance to internal and external stakeholders to involve them in
making the school a better place for learning. It is a comprehensive yet concise reporting
tool. It has three parts: 1) school profile; 2) performance indicators measuring aspects of
access, quality, and governance; and 3) status of school projects. In consideration of the
unique needs and context of each school, other information aside from those indicated in
these guidelines may be included according to what the school thinks is necessary to share
to its stakeholders.
Steps in the development of SRC:
• Using the SRC Summary of Indicators as reference, the SPT extracts the data from
the School Community Planning Template, Child-friendly School Survey, EBEIS, and
reports from the Project Teams and other stakeholders
• The SPT analyzes the data and writes the interpretation below the graph or chart
using the language most easily understood by stakeholders. The mother-tongue may
be used
• Lay out the graphs, charts, and interpretation using the suggested SRC Template.
You have the option to create an SRC with a basic layout (Annex 12A) or a more
advanced one (Annex 12B) depending on your resources and skills. Once the SRC
is finalized, the School Head, PTA President, Student Body President, and Teacher
Representative will sign the SRC to certify its accuracy
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Integration to SIP
• The SRC is not a planning tool. However, it is used in the school planning process to
communicate the status of the school to the SPT, which should help them in the
identification or review of the PIAs.
• Project Teams may also utilize the SRC to encourage internal and external
stakeholder participation in their activities and to inform the stakeholders, including
the SPT and the SDO, of their project implementation status.
Reporting
• At the minimum, the SRC shall be presented twice: during the mid-year (October)
and year-end (March) general assemblies. The information to be reported for
midyear and year-end are listed in the SRC Summary of Information found in the SIP
Guidebook. The schools are encouraged to disseminate copies of tire SRC to the
general public through different means (e.g., on bulletin boards, school website, and
in school newsletters)
Monitoring
• Given that the SRC is already integrated with the SIP process, the publication and
reporting periods of the SRC are monitored together with the SIP and AIP by the
SDO through the SGOD and by the Central Office through BHROD-SED and OPS
School Improvement Plan (SIP) Annexes
 1A School-Community Data Template
 1B Child Mapping Tool
 2A Child-Friendly School Survey
 2B Child Protection Policy Implementation Checklist
 2C Student-led School Watching and Hazard Mapping
 3 Gap Analysis Template
 4 Identifying Priority Improvement Areas
 5 Planning Worksheet
 6 Guidelines in Listening to the Voice of the Learners and Other Stakeholders
 7 Walk the Process Guidelines
 8 Root Cause Analysis Overview
 9 Project Work Plan and Budget Matrix
 10 Annual Implementation Plan Template
 11 SRC Summary of Information
  12A Basic SRC Template

Certificate No. AJA19-0226

 12B Advanced SRC Template

Enhanced School Improvement Plan Template
• Title Cover
• I. Introduction
• II. DepEd Vision, Mission and Core Values
• III. School Organizational Structure
• IV. The School Planning Team
• V. SIP General Objectives and Targets
• VI. School’s Current Situation (A narrative of Annex 1A results & based on the
School Report Cards)
• VII. School Priority Improvement Areas (use Annexes 3 & 4)
• VIII. Analysis of the School Priority Improvement Areas (use Annex 8)
• IX. Solutions/lnterventions
• X. The Annual Improvement Plan (attach Annex 9)
• XI. The School Report Cards (attach Annex 12A)
• XII. Pictures of School Activities (Annex 12)
Annual Implementation Plan
• AIPs are foundational to school improvement and are a core part of school business.
Directly aligned to the SSP, the AIP articulates how the school’s four-year goals,
targets and KIS will be implemented, monitored and evaluated. The AIP articulates
the school’s vision for the future, and is instrumental in building collective buy-in for
the plan to achieve this vision. The AIP includes the following:
SI Project Title (Project/Program Design)
Project Objective (General Objectives)
Output of the Year (Deliverables)
Activities (Specific Activities in the Design)
Person/s Responsible (Project Team)
Budget per Activity (Refer to Design)
Budget Source (MOOE,IGP,PTA, Donations)
The AIP, which is the year-by-year plan, likewise undergoes these three phases with
each year’s implementation being checked for its progress to ensure continuous
improvement.