SIP, School Improvement Plan

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A. What is School Improvement Planning? School improvement Planning is a process by which members of the school – community conducts a thorough evaluation of their school’s educational programming in the previous school years and the development of a written school plan that: establishes the starting point for ongoing evaluation of efforts and unifies independently organized school improvement efforts from various areas of the total school program into a single, focused process.

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B. What is a School Improvement Plan? A School Improvement Plan (SIP) is: a road map that establishes the changes that the school needs to improve student achievement and shows how and when these changes will be made. a three-year education development plan that embodies the vision and mission of the school. It contains the profile of the school and the community, problems and needs, goals, objectives, standards and targets, implementation plan, monitoring and evaluation plan, communication and advocacy plan, documentation and reporting to stakeholders and signatories. It is translated into an Annual Implementation Plan. These SIPs serve as the major bases of the Division Education Development Plan (DEDP).

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a comprehensive overview of major priorities to which the school will commit its resources including activities which are supportive of the national program of the Department and best/effective practices to be sustained. a document which embodies what a school wants to achieve and the manner with which to achieve it ensuring that the school maintains its prevent strengths towards an enhanced learning environment for students. an instrument by which the community can hold a certain school accountable for student performance.

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Below are the proposed members of the SPT and their roles and responsibilities, which may be expanded as the school/school council sees it fit: Stakeholder Planning Responsibilities School Governing Council (SGC) representative Actively participates in the development of the SIP by establishing priorities and setting goals and strategies for school improvement Initiates the formation of the School Planning Team School Head Convenes the School Planning Team Provides leadership and guidance in the development of the plan, clearly explain the SIP planning process to the planning team and helps them understand their role in the process Facilities actual planning workshop B . Who are involved in School Improvement Planning?

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Planning Responsibilities Stakeholder Teachers Provide needed information relative to teaching and learning process Actively participate during the development of the SIP establishing priorities, setting goals and formulating implementation strategies for the plan. Parents Share insights about what their children need to learn and the difficulties they face in school, their aspirations for the school and their children, present other areas of concerns; and participate in setting goals, strategies, and priorities of the school Commit available resource in the implementation of the plan

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Planning Responsibilities Stakeholder Students Share insights about their difficulties in the school and participate in setting goals, strategies and priorities of the school. Barangay and LGU Representative Share valuable information on the interest of the community in school improvement and participate in setting goals, strategies and priorities of the school Commit available resources in the implementation of the plan. Table 6. Actual Accomplishments Versus Targets

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A. How do we prepare the SIP SIP Preparatory Activities Purpose Time Frame Persons Involved Calling for a general assembly Forming a School Planning Team To present the school profile to the community To draw insights/inputs from the community for the development of the SIP To inform the community about the development of the SIP To distribute parent/student/teacher survey questionnaire to the community to determine the satisfaction level of the respondent on the way the school is being managed March or April School Head (SGC) School Community

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Organizing and preparing the SPT To orient the SPT members about the tasks at hand re:roles and responsibilities To determine what resources (budget, supplies, and equipment venue, etc.) are needed in the preparation of the SIP To determine what technical assistance is needed (from the Division , Region and Central Office) in the preparation of the SIP April School Head (SGC) SPT Collecting, organizing and analyzing school data To gather data from the school management information system (SMIS) To gather survey results (parent/student/teacher survey, CFSS Self-Assessment Guide and APPES and Sterling Silver “School Self Survey Tool) To fill-out school report card April-May-June SPT

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Identifying core values and formulating vision and mission To identify core values and formulate vision and mission June SPT (SGC) Determining school goals and objectives To determine school goals and objectives June SPT Formulating Work and Financial Plan and Annual Implementation Plan To formulate Work and Financial Plan and Annual Implementation Plan June-July SPT Developing the School Monitoring and Evaluation Plan and Structure To develop the School’s Monitoring and Evaluation Plan and Structure August SPT

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Organizing for implementation To prepare the school for SIP implementation September School Head (SGC) School Community 9. Writing the SIP To finally organize the contents of the plan with reference to items 3 to 8 of this table October November December SPT (SGC) Division 10. Presenting the SIP to the School Council for approval and Division for Acceptance To submit the SIP to the School Council for approval and Division for acceptance December SPT (SGC) School Community 11. Preparing advocacy plan for the SIP To determine strategies to effectively advocate for support of the plan from various stakeholders January SPT (SGC) School Community 12. Communicating the Plan To present the plan to the stakeholders February Onwards SPT (SGC) School Community

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Orientation on Implementation Start Up To conduct workshop on implementation start up; clarify roles of those involved and determined activities on the implementation of the SIP February School School Community

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STEP 1: Collecting, Organizing, & Analyzing School Data STEP 2: Identifying Core Values & Formulating the Vision & Mission Statements STEP 3: Determining School Goals & Objectives STEP 4: Formulating the Work & Financial Plan and Annual Implementation Plan STEP 5: Developing the School’s Monitoring & Evaluation Plan and Structure STEP 6: Organizing for implementation STEP 7: Writing the School Improvement Plan Communicating the Plan Implementation Start Up SIP Planning Cycle Figure 1: Steps in the Formulating of the School Improvement Plan.

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STEP 1: Collecting, Organizing and Analyzing School Data Input School Data Process Tool School Report Card (SRC) Output SIP Outline Accomplished Initial Data Inferences School Profile Situation Analysis Figure 2: Graphical Illustration of Step 1

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A. Data Gathering and Organization Planning Indicators Description and Collecting of Data Enrolment Collect 5-year enrolment data. (to forecast enrolment Only the August enrolment is to be indicated in the SRC Use the Form 3 or the Government School Profile as the basis for this planning indicator ALS Enrolment To be filled up only if the school is managing an ALS program. Otherwise, place N/A or not applicable Personnel Count only the plantilla-items including the vacant position/s. TICs are not to be counted under the Principal item but rather under the Teacher item. Put remarks on the last column (What are these data telling us? Of the SRC that a teacher is designated as TIC. In accounting for teacher items, exclude locally paid and volunteer teachers In accounting for non-teaching /support personnel, exclude teachers who are designated to perform administrative responsibilities in the school. To organize school data the use of the SRC Format is suggested. Advantages of the SRC: 1) It allows the SPT to review substantial school data in one glance 2) It provides the opportunity for the school to conduct trend analysis allowing initial inferences to be made from their data

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Planning Indicators Description and Collecting of Data Physical Facilities Count only physical facilities based on “intent” and not on “utility”. Meaning, the laboratory which was converted as a classroom is counted under laboratory and not under classroom. Exclude demolished facilities in the count Classroom Furniture Refers to the desks, armchairs, set of table and chairs, blackboard, laboratory tables & chairs, cabinets, teacher’s tables & chairs and others Do not count furniture that are not serviceable or condemnable or those personally owned by the pupil/student & teacher. Count as 1 of 1 set of Table and 2 chairs (new model) Office Equipment Refers to computer solely used in the office, typewriter, photocopier, mimeographing machine, fax machine, sound system and others ALS Community Learning Center Refers to the ALS Learning Center offering different kinds of community-based training programs

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Planning Indicators Description and Collecting of Data Site Ownership Refers to the status of the school site acquisition Learning Facilities & Equipment Please refer to the DECS Service Manual 2000 Prepare a separate list of all required equipment. Attach the document to the SRC Place a checkmark if all listed equipment are present in the school and come up with a total to be reflected in the SRC per learning facilities. Multimedia refer to computers for instruction, TV set, video or DVD or cassette player & others Textbooks Only BEC-based textbooks (SEMP) are to be included in the SRC. Exclude in the computation any other textbooks which are not SEMP For the ALS, indicate the materials per learning strand. Medical/Dental Services * Refers to the kind of services the school children availed such as dental check-up/tooth extraction, physical check-up, deworming, and others.

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Planning Indicators Description and Collecting of Data Learner Performance > NAT Result Refers to the MPS per subject area Reading Comprehension Refers to the PHIL-IRI result or other reading assessment tool utilized by the school. Teacher-Pupil Ratio Refers to the total number of enrolment against total number of nationally paid teachers. Exclude volunteer or locally paid teachers in the computation Textbook-Pupil Ratio Refers to the number of textbooks (SEMP) against total number of enrolment. For the ALS, refer to the number of learning strands available against total number of enrollees

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Planning Indicators Description and Collecting of Data Nutritional Status Indicates the number of pupils/students who, after being examined, are classified as Normal, Above Normal, or Below Normal status of nutrition Secure information from your school MIS or the School Nurse assigned Class Size Refers to the pupil/student requirement at 45 per class Instructional Supervision Refers to the frequency of supervision and the number of teachers supervised per month. Parents’ Rate of Participation Attendance to the Home Room or General PTCA Assembly will be used as bases for computing this indicator. Reflect the average number of attendees over the total number of parents in the school. Public Expenditures Refers to the financial allocation / support given by LGU to the school

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Planning Indicators Description and Collecting of Data School Environment Refers to the recorded incidence in the school such as: theft, conflicts and others. Performance Indicators Secure all indicators listed below from your school MIS or Division Planning Office for the past three (3) years. Indicator percentage should be up to 2 decimal places Graduation Rate Graduation Rate is translated to: Number of Graduates (March) over number of enrolment (March) x 100. Promotion Rate Promotion Rate assesses the extent of pupils/students who are promoted to the next grade/year level. Formula: Number of Promotees (March) over Number of Enrolment (March) Simple Dropout Rate The Simple Dropout Rate calculates the percentage of pupils/students who do not finish a particular grade/level. Formula: Number of Dropouts over Enrolment (August) x 100.

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Planning Indicators Description and Collecting of Data Formula: Number of Failures over Number of Enrolment x 100 This indicator evaluates the extent of pupils/students who failed a given grade/year level. Failure Rate Repetition Rate This indicator determines the number of pupils/students who repeat a grade/year level. Formula: Number of Repeaters current SY over Number of Enrolment Aug. previous SY x 100. Retention Rate The Retention Rate determines the degree of pupils/students in a particular school year who continue to be in school in the succeeding year. Completion Rate This is the percentage of first year entrants in a level of education who complete/finish the level in accordance with the number of years of study.

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Step 2: IDENTIFYING THE CORE VALUES AND FORMULATING THE VISION AND MISSION Step in Determining School Core Values A.1 Review the Values Clarification Checklist Values Checklist People Processes Performance Equality/Equal Opportunities Close Relationship Ecological Awareness Respect Fairness Open and Honest People Fairness Helping other people Honesty Justice Influencing others Fast paced work Excitement Order (stable, conform) Helping other people Honesty Systematic Influencing others Flexibility Creativity Life long learning Professionalism Flexibility Order (stable and conform) Loyalty Effectiveness Ranking against others

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Step A.2: Identify top 10 school values Step A.3: Out of the 10, identify your 5 most values. Step A. 4: From the 5, come up with only three values Step A. 5: Ask participants to agree on 3 topmost school values Step A.6: Describe the values

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Formulation of Vision, Mission Statements Vision is the “WHAT” It is an expression of a destination towards which the school should aim. A vision should be: - clear - memorable - linked with client need and - involving The vision will help our school develop systems and rules that would guide us in the pursuit of our school mission. WHAT DO WE WANT OUR SCHOOL TO BE THREE YEARS FROM NOW?

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WHAT IS A MISSION STATEMENT? A mission statement is something that describes the path the school chooses to take to become what it wants to be as expressed in its vision statement. A mission statement: -- provides the focus, the map; --- tells the reasons for making the trip or the journey; --- specifies what is valid, what we as an organization pledge to do; --- tells who we are and what we do; and --- addresses the needs of clients and stakeholders

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Where are we now HOW DO WE GET MISSION WHERE DO WE WANT TO GO SHARED VISION SITUATIONAL ANALYSIS

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Below is a sample of how mission pillars will look like at the end of the workshop. QUALITY GRADUATE Produce high quality of students Attain globally competitive students Produce computer literate students Graduate skillful students To have God fearing students SCHOOL FACILITIES Have enough books Acquire vehicle for the school To have stable electricity Acquire sports equipment Implement school electrification To have complete laboratory Produce teaching learning aids MANAGEMENT School run by a very effective Principal To have good instructional leader To have good working relations with stakeholders SCHOOL INFRASTRUCTURE Have a functional teachers office Acquire functional laboratory Build more classrooms Have comfortable learning center To a science laboratory rm. Have functional guidance office COMPLETE PERSONNEL ANCILLARY SERVICES Hire computer teachers Have an English major teacher Add teachers To have a school medical services Request for clerk Have a security guard Establish functional school canteen Have a functional guidance services Have a school clinic

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Vision Mission Draws on the values and beliefs and environment of the organization Describes what you want to see in the future Specific to a certain organization Positive and inspiring Does not assume that the system will have the same framework as it is today Open to significant modification to current organizations, methodology, teaching techniques, facilities, etc. Draws on the beliefs and values of the organization Is future-oriented and portray the organization as it will be, as if it already exits Is specific to the organization, not generic Is a short statement, not more than one or two sentences

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Step 3: Determining the School’s Goals and Objectives Developing the School’s Objectives Develop objectives that would measure the progress in accomplishing the goals. Objectives should contain the following elements: Specific, Measurable, Attainable; Realistic and Time bound Determining the Goals of the School Having determined the priority concerns of the school, the SPT is now ready to establish (or revise) improvement goals that address the priority needs of the school. The goals needs to be substantive and attainable, so the fewer the goals, the better. All goals should be anchored on the Education for All (EFA) Goals, but should be crafted based on the results of the data analysis.

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STEP 4: Formulating the Work and Financial Plan and Annual Implementation Plan (AIP) Input School goals & objectives School Report Card Process Tool Planning matrices Hierarchy approach Output SIP Outline WFP Programs and Actions for Three years AIP Figure 4. Graphical Illustration in Formulating the WFP and AIP

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To complete the information required in the three year WFP, the following are identified: * Priority Improvement Areas – such a school leadership, internal programs, external programs and special projects. * Objectives of each improvement area * The programs, projects or activities to be undertaken to carry out the objectives * Resource Requirement * Time Line * Sources of Funds required

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Table 1. Three-Year Work and Financial Plan Matrix Template PRIORITY OBJECTIVE Programs, Projects, Resource TIME LINE AMOUNT & TARGET SOURCES OF FUNDS IMPROVE MENT Activities Requirement AREAS YR. 1 YR. 2 YR. 3 MOOE PTCA LGU Others TOTAL SUB-TOTALS TOTAL

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Table 2. Example of an Accomplishment Work & Financial Plan Matrix Template PRIORITY IMPROVEMENT AREAS OBJECTIVES PROGRAMS,PROJECT, ACTIVITIES RESOURCE REQUIRE- MENT TIME LINE AMOUNT & TARGET SOURCES OF FUND YR. 1 YR. 2 YR. 3 MOOE PTCA LGU Others School Leadership - to strengthen areas of supervision & internal management * Regular instruction consultation * Regular classroom visits * Regular faculty meeting * Regular mentoring/coaching P 1,000.00 2,000.00 10,000.00 2,000.00 P 15,000.00 Internal Improvement Objectives - to increase the academic performance of the pupils * Implementation of Red-A-Thon, PHIL IRI, etc, * Continuous implementation of Opan AURA * Enhancement of pupils through fun and away games 100,000.00 50,000.00 350,000.00 P 500,000.00 External Improvement Objectives - to increase participation rate from 86% to 95% * Improve physical environment for learning * Construction of school fence * Construction of pathways * Implementation of EPP to address malnutrition * Improve the availability of classroom furnitures & IM’s 500,000.00 750,000.00 52,000.00 150,000.00 90,000.00 P 2,500,000.00 TOTAL P3,000,015.00 TOTAL SUB-TOTAL P 3,000,015.00

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A B C D E F PRIORITY IMPROVE MENT AREAS OBJECTIVES PROGRAMS PROJECTS ACTIVITIES RESOURCE REQUIREMENT TIME FRAME SOURCES & AMOUNT OF FUNDS Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 J F M A M J J A S O N D MOOE LGU PTCA Others TOTAL SUB-TOTALS TOTALS SUB-TOTALS TOTALS Table 3. Annual Implementation Plan Matrix Template Year _________

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STEP 5. Developing the Monitoring and Evaluation Plan and Structure Input School goals and objectives Annual Implementation Plan School goals and objectives Annual Implementation Plan Report Card Process Tool M & E Matrix Table 4 Output SIP Outline Organizing for Implementa-tion M & E plan Figure 5. Graphical Illustration on Monitoring and Evaluation Plan The objective of this step is to enable the school to track its progress and make timely adjustment on the School Improvement Plan: The school goals and objectives and the suggested planning matrices for the three-year WFP and AIP are required inputs to this activity

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Monitoring is the purposive gathering of pertinent information relative to how well targets are achieved and the manner with which these targets are achieved. Evaluation is the analysis of information gathered during the monitoring phase with which one can make judgment on the effectiveness of the school.

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STEP 6. Organizing for Implementation An SIP Implementation Team should be organized in the school by the school head to: 1. manage SIP implementation; 2. organize priority improvement area team approved by the school head which will manage different programs and activities in the AIP and the 3-Year Work and Financial Plan; 3. make regular reports (e.g. monthly) to the school head as regards status of SIP implementation; 4. make recommendations to the priority improvement area team regarding interventions that are considered necessary in successful plan implementation; 5. assist the SPT in enhancing the SIP every year during SIP revisit; 6. convene regularly (e.g. monthly, quarterly) to discuss implementation issues.

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Sample composition of an SIP Implementation Team (specific membership will depend on the program of work in the SIP) 1. One Head Teacher or Master Teacher - Chairman 2. One Science Teacher 3. One Mathematics Teacher 4. One English Teacher 5. One TLE/EPP Teacher preferably Shop or Industrial Arts Teacher 7. One Parent or LGU 6. Two student/pupils representatives

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Composition of SIP M & E Team: 1. One Department Head Teacher or Master Teacher 2. Two teachers who have the capacity to conduct SIP M & E as determined by the school head 3. One parent representative for every grade level 4. One LGU representative 5. One School Council Representative

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DIVISION OFFICE DISTRICT OFFICE SPT SCHOOL’S STAKEHOLDERS SIP IMPLEMENTATION TEAM SIP M & E Team School Leadership Program Team Internal Improvement Area Program Team External Improvement Area Program Team Special Projects Program Team ---------------------- Fig. 6. Suggested Organizational Structure for SIP Implementation

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The SIP IMPLEMENTATION TEAM undertakes the following functions: 1. Organize program teams approved by the School Head which will manage different programs and activities as reflected in the 3-year WFP and the AIP; 2. Make regular reports (monthly, quarterly, semi-annual or annual) to the School Head as regards the status of SIP implementation; 3. Make recommendations to the program teams regarding actions that are considered necessary in successful plan implementation; 4. Assist School Planning Team in enhancing the SIP every year during the SIP revisit; and 5. Convene regularly to discuss implementation issues together with School Heads and M & E Team

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The SIP MONITORING AND EVALUATION TEAM that monitors and evaluates the plan implementation. Specifically, it shall: 1. Conduct monitoring during plan implementation like gathering, recording, organizing, storing data and ensuring that school records are complete and up to date; 2. Evaluate results of SIP implementation which will be made as basis for decision making by the SH for interventions; 3. Make regular reports and submit to SH; 4. Update M & E plan during SIP revisit; 5. Design monitoring and feedback system (e.g. flow of reports and feedback, reporting schedules, monitoring and feedback forms); 6. Analyze and interpret data and provide copy to the School Head and program teams; 7. Convene regularly to discuss M & E concerns together with implementation team and SH; 8. Monitor school and learner performance and recommend to the SH, actions to improve learner achievement.

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Suggested composition of the teams. SIP Implementation Team SIP M & E One HT or MT – chairman One Science Teacher One Mathematics Teacher One English Teacher Two pupil representatives One parent or LGU One HT or MT Two Teachers One parent representative One LGU representative One School Council Representative

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Head of School Implementation Team School M & E Team Physical Facilities and Instructional Materials & Equipment Team School Finance Team Curriculum & Instructional Programs Team Student/ Pupils Co-curricular Activities Team Staff Development Team Others Fig. 7. School Improvement Plan Implementation Structure (Suggested Format for Small Schools) ORGANIZATIONAL STRUCTURE

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Suggested Roles/Functions of Program Teams 1. Physical Facilities & Instructional Materials & Equipment Team a. Prepares master plan on physical facilities and instructional materials and equipment b. Make annual inventory of facilities, materials and equipment c. Identifies physical, materials and equipment needs d. Assists the preparation of project proposal to source out funds for physical facilities, materials and equipment projects e. Takes the lead role in implementation of physical facilities project f. Takes charge of procurement of materials and equipment g. Conducts regular inspection of physical facilities informs the school head on the status and make recommendation h. Prepares list of measures on the care and use of physical facilities, materials and equipment

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Head of School M & E Team Physical Facilities and Instructional Materials & Equipment Team School Finance Team Curriculum & Instructional Team Composed of 5 DH Student/ Pupils Co-curricular Activities Team Staff Development Team Others programs Science program team Mathematics program team English program team Pilipino program team Makabayan program team Fig. 8. School Improvement Plan Implementation Structure (Suggested format for Big schools w/ Dept. Heads)

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2. Curriculum and Instructional Programs Team a. Organizes program teams per subject area b. Lists roles and functions of each subject area program team c. Convenes regularly with SH, Implementation team and M & E team d. Records best practices, facilitating and hindering factors in relation to the implementation of subject area program

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3. Student/Pupil Co-Curricular Activities Team a. Prepares plan for student/pupil co-curricular activities b. Supervises co-curricular activities like sports, cultural shows, talent shows, student/pupil government activities, etc. c. Mobilizes stakeholders to support student/pupil activities d. Convenes regularly with implementation team, SH and M & E Team to discuss issues about the program

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4. Staff Development Team a. Conducts TSNA to determine strengths and training needs of teachers and non-teaching personnel b. Prepares an INSET Plan and submits to SH for comments and approval c. Conducts resource mobilization activities in order to get funds to support plan d. Manages INSET program to improve professional competence of teachers in order to improve the delivery of instruction e. Organizes pool trainers in the school who can be tapped as speakers during INSET f. Evaluates and makes Training Completion Report after the completion of every training g. Convenes regularly with the School Head, Implementation Team and M & E team and discusses implementation issues

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5. School Finance Team a. Makes recommendations to SH as regards School Financial Plan in relation to the budget requirements of the SIP/AIP b. Prepares resource generation plan which will involve the stakeholders c. Manages allocation of resources for operational and developmental activities which are reflected in the SIP d. Prepares annual procurement plan approved by the school head e. Prepares financial reports f. Tracks the utilization of funds and reports to SH

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6. Advocacy / Communication Tea, a. Prepares communication/advocacy plan to disseminate information regarding the SIP b. Links with the media (print / TV / radio / Internet) to raise consciousness of stakeholders about the SIP and entice them to support SIP c. Writes press releases on the progress of the SIP implementation

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----------------------------------------------------- ----------------------------------------------------- Three-year School Strategic Plan Sets the direction Annual Implementation Plan Operationalizes the strategic plan Detailed programs/project plans School Policies Principal Individual Professional Development Plan Teacher Individual Professional Development Plan Stakeholders’ Plans/Programs/Projects Stakeholders Planning Individual Planning School Level Planning Fig. 8. The Relationship of Stakeholders’ Plan to the SIP

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Roles of Organizations District Office a. Provides technical support to the SPT during plan preparation and plan revisit b. Conducts M & E c. Provides guidance and technical input during plan implementation d. Receives reports and give feedback e. Assists school in its advocacy efforts of the SIP

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2. Division Office a. Includes programs and projects of the SIP in the Master Plan of the DEDP b. Monitors SIP implementation c. Facilitates SIP formulation and revisit of the plan d. Designs the SIP Reporting and Feedback System e. Provides / facilitates technical and financial support to school in SIP implementation, and formulation f. Conducts SIP appraisal, annual review and evaluation g. Assists school in its advocacy efforts of the SIP

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3. Stakeholders (School Council, PTCA, LGU, etc.) a. Design plan in support of the SIP b. Provides technical and financial support towards SIP imp c. Assists in the implementation of the plan, monitoring and evaluation of the plan implementation d. Participates in the preparation of the School Improvement Plan e. Assists the school in its advocacy effort of the SIP

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Writing the SIP Input Outputs of each Step Process Tool SIP Templates Output SIP Outline Communicating with Stakeholders School Improvement Plan Figure 10. Framework on Writing the SIP

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SIP Outline PART TOOL OUTPUT REMARKS Endorsement None Endorsement Contains signatories of the School Planning Team (See sample endorsement on page 91) Introduction None Introduction Write 2 to 3 paragraphs indicating who made it , why you did it (rationale), how the plan was developed, how you intend to use the plan

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Profile School - Name and History - Type of school (e.g. Elem/ Secondary, Monograde/ Multi-Complete/ Incomplete , Central/Non-central - Curriculum (Organization of curriculum such as BEC, Special Programs, SPED, Tech-Voc, etc. - Personnel (School Head, Teachers, Non-teaching Personnel and other support staff) - Physical facilities (Classroom, furniture, comfort rooms, canteen, library, playground apparatus, etc.) - Others (e.g special features BEIS, School Records, Plantilla, Organizational Chart School Profile Write a paragraphs or two describing the current school profile per sub area Suggestions : 1. A tabular or graphical presentation of data may be presented with a short narrative discussion to support the presentation. 2. Use simple and clear words or statements to organize ideas in a paragraph form 3. For special features of the school include achievements, accomplishments, potentials and other unique qualities. Refer to sample SIP

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Community - Socio-cultural (tradition, beliefs, practices of the people - Political (governing body/political structure) - Geographical location (boundaries) - Demography (population) - Economy (income, livelihood and economic status) Barangay / Municipal Records Community Profile Write a paragraph or two describing the current community profile per sub area Situational Analysis The writing of the Situational Analysis shall start with the accurate accomplishment of the School Report Card.

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Situational Analysis Then inferences shall be made and a deeper analysis of the school situation shall be conducted looking at problems and potential programs and projects worth sustaining. Here are some suggestions in the writing the situation analysis: 1. Write in narrative/paragraph form following this presentation a. Present the data b. Present the gap (this refers to the difference between the actual data and standard) c. Present the reason/s for the gap (taken from the identified problem

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Situational Analysis A. Collecting , organizing and analyzing data on the following: School Performance - Student Achievement - Performance Indicators (Drop outs, Repetition, Retention , Completion, etc.) 2. Instructional Materials (Textbooks, references, school equipment, teaching aids) 3. Personnel (School Head, Teaching and Non-Teaching) SRC Data Inference Template 2. The narrative shall be supported by tabular or graphical data 3. Use any of the tools used in problem identification to come up with accurate analysis

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Physical Facilities (building, classrooms, toilets, library, clinic laboratories, guidance center, canteen, school furniture, etc.) School management - leadership (administrative, instructional and linkages) - planning and development - organizational structure and staffing - systems and procedures (EMIS, M & E Budget Rewards, Communication) B. Problem Identification SRC Streams Analysis Chart Problem Tree Chart SWOT List of Problems

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Survey Questionnaire Force Field ASSA CFSS Assessment Guide (Tracking System) Guiding Principles A. Core Values Values Checklist Core Values Write a brief description of core representing people, processes and performance and how stakeholders will behave in carrying out its vision and mission Vision Vision Statement Contains simple or complex statements. (NOTE: Style committee shall be invited to craft the vision statement) Refer to samples on pp. 44-46

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Mission Contains one or more statements - Format could be in paragraph or bullet form (see sample on p. 45) D. Goals and Objectives - Objective Template - Goals and Objectives Template Goals and Objectives Chart Contains programs/projects/ interventions to: Address identified problems Sustain promising SBM practices that will enable schools reach the mature level Promote continuous school and community improvements (e.g. Brigada Eskwela, ECARP, DORP, Sports etc.) 3. Year Work and Financial Plan 3 year Template 3 Year WFP Contains objectives programs/projects/ interventions to be attained within 3 years using the 3-year WF template

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Annual Implementation Plan (AIP) AIP Template AIP Contains major activities of programs/projects/ interventions to be attained within one (1) year using the AIP Template Monitoring and Evaluation Plan and Structure M & E template M & E Chart M & E Plan and Structure Write a brief description on the organization of the M & E structure and the corresponding roles and responsibilities. (Refer to page 65) Implementation Plan and Structure SIP implementation chart SIP Implementation Plan and Structure Write a brief description on the organization of the SIP Implementation Structure and the corresponding roles and responsibilities.

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P Sent back to the SPT for refinement and inclusion of the “minimums” Preparation of the SIP by the SPT Submitted to SGC for Approval Rapid Appraisal by DSRT/DsSRT Recommended for Acceptance of the SDS Awarding of Cert. of Acceptance by the SDS SIP to undergo A process of review/refine- ment If yes If no Figure 11. Process Flow of SIP Review and Acceptance P ROCESS FLOW

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P P ROCESS AFTER REFINEMENT Enhanced/ Refined SIP Rapid Appraisal by DSRT/DsSRT Recommended for Acceptance of the SDS Awarding of Cert. of Acceptance by the SDS Figure 12. Process after Refinement of SIP

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Republic of the Philippines Region _______ Department of Education DIVISION OF _____________ _________City / Province Awards this CERTIFICATES OF ACCEPTANCE of the to SCHOOL IMPROVEMENT PLAN _______________________________________ ( NAME OF SCHOOL ) For having successfully complied or met (with) the requirements and standards of the Department of Education as mandated by RA 9155. This certificate is given this ____ day of ______, 200____ at ____________________ _________________________ Schools Division Superintendent

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SIP Appraisal Start-Up Review Annual Review Annual Review And Evaluation SIP Evaluation 4 5 3 1 2 Figure 13. SIP School Year Life Cycle SIP Preparation SIP Start-Up Implementation SIP Yr. 1 Implementation SIP Yr. 2 Implementation SIP Yr. 3 Implementation

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Table 4. SIP Implementation Progress Report Matrix Template Priority Improvement Area:_______________________ Program Team Leader :_______________________ PLANNED ACTIVITIES ACCOMPLISH-MENT OF PLANNTED ACTIVITIES PROBLEMS/ CONCERNS ENCOUNTERED ASSISTANCE NEEDED POSSIBLE SOLUTIONS ACTIONS TO BE TAKEN DATE OF COMPLETION

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Table 5. SIP Monitoring and Evaluation Matrix Template-Stakeholders’ Perceptions on School Program and Project Implementation Parent’s Opinion Dimensions Summary of Findings Recommendation Quality of teaching Learning Outcomes Student Reporting General Environment Customer Responsive Teacher’s Opinion Dimensions Summary of Findings Recommendation Clear Goals Decision Making Professional Development Discipline Feedback / Recognition Leadership Morale Openness/Sharing Professional Support

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School Improvement Plan: A Manual for Schools Department of Education, Philippines School Climate Dimensions Summary of Findings Recommendation Attitude towards school Social Acceptance Student Incentive Curriculum Usefulness High Expectations Difficulty of Work Teachers and Teaching Dimensions Summary of Findings Recommendation Empathy Teacher Energy/Enthusiasm Fairness/Firmness Helpful/Responsive High Expectations Quality Instruction Feedback/Recognition Difficulty of Work Time Allocation

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Table 6. Actual Accomplishments Versus Targets TARGET ACTUAL ACCOMPLISHMENT

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Sample Endoresement Letter Date:______________ ___________________________ School Division Superintendent Division of _______________________ Sir/Madam: Greetings, We are happy to inform you that (Name of School) has completed its School Improvement Plan which we are hereby endorsing for your review and acceptance. We wish to inform your office that this SIP is a product of the collaborative effort of parents, community leaders, teachers, alumni, pupils under the leadership of (Name of School Head). We look forward to a favorable response. Thank you and regards. Sincerely yours, _________________ ___________________ ___________________ ________________ School Head SGC Chairman Head School Planning Team Barangay * If the school has a School Governing Council, endorse the SIP to the SGC.

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end of presentation..... THANK YOU AND GOD BLESS!

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