1. School Improvement Plan
a three to five-year education development plan that embodies the vision and mission of the school.

2. School Improvement Plan
contains the profile of the school and the community, problems and needs assessment, goals, objectives, standards and targets, implementation plan, monitoring and evaluation plan, communication and advocacy plan, documentation and reporting to stakeholders, and signatories.

3. School Improvement Plan
developed by all stakeholders which include all school staff, PTCA, LGU barangay level, community leaders, NGOs and pupils under the leadership of the school head.

4. School Improvement Plan
It is translated into an Annual Implementation Plan (AIP).

5. Road Map for SIP/AIP Formulation
SCAN THE SCHOOL-COMMUNITY ENVIRONMENT TO DEVELOP AND OVERALL PICTURE/DESCRIPTION
IDENTIFY THE SCHOOL’S STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS
IDENTIFY SCHOOL PROBLEMS (EMPHASIS ON ACADEMIC PROBLEMS) 1 2 3
DEVELOP A THREE TO FIVE-YEAR VISION OF THE SCHOOL. DEFINE THE SCHOOL MISSION
PRIORITIZE SCHOOL PROBLEMS
IDENTIFY ROOT CAUSES OF THE PROBLEMS 6 5 4
DEVELOP OBJECTIVES/TARGETS, PROGRAMS & STRATEGIES FOR REALIZING THE SCHOOL VISION AND MISSION
WRITE THREE TO FIVE-YEAR SIP BASED ON THE SUGGESTED OUTLINE
PREPARE AN ANNUAL IMPLEMENTATION PLAN FOR THE INCOMING SCHOOL YEAR BASED ON THE SIP 7 8 9

6. Step 1: Scan the School-Community Environment and Develop an Overall Picture/Description
Process
Take a look at the present conditions of the community and the school in terms of five areas of concern: 1) student development, 2) teacher and administrator development, 3) physical plant development and maintenance, 4) school-community partnership, and 5) resource generation and fund management.
Expected output: Overall description/profile of the school and community

7. Step 2: Conduct an Assessment Using SWOT Analysis
Process
SWOT analysis is a process of identifying the internal and external factors that affect school performance. Internal factors are those that are found in the school which facilitate (strengths) or hinder (weaknesses) the good performance. External factors are those outside the school which help improve (opportunities) school performance or impede (threat) the desire to improve.
Expected output: Description of the strengths, weaknesses, opportunities and threats to the school

8. Step 3: Identify the School Problems
Process
Review school performance indicators, i.e. NAT and other test results, school rank in relation to the division mean percentage scores, completion and drop-outs rates and others. Then, list school problems putting emphasis on academic performance or pupil learning problems.
Expected Output: Description of the school problems focusing on academic performance

9. Step 4: Identify Root Causes of the Problems Described in Step 3
Process
Determine the cause(s) of every problem and their interrelationships. Take note of the common/root cause(s).
Expected Output: Root causes(s) of each problem and its description

10. Step 5: Prioritize the School Problems
Process
Since not all problems are equally important nor is there need for them to be solved at the same time, there is a need to prioritize the school problems. You may use the following criteria:
Relevance – how relevant is the problem?
Urgency – if the problem is not addressed immediately, will it
become worse?
Growth potential – if the problem is not solved, will it grow bigger?
Cost – if we do not solve the problem now, will it cost much more to solve later?
Expected Output: Listing of school problems according to priorities

11. Step 6:. Create a Three to Five-Year Vision and the
Step 6: Create a Three to Five-Year Vision and the Overall Mission of the School
Process
Creating a vision and drafting a mission statement must be a shared effort of everyone in the school and community. A vision is the reality that you would like your school to be in the future and is best expressed in short, powerful statements.
The mission is the brief, clear statement of the reason(s) for the school’s existence. It explains the functions it seeks to serve and the methods through which the school intends to fulfill its purposes.
Expected Output: A three to five-year vision and the overall mission of the school

12. Step 7: Develop the Objectives/Targets and Strategies for Realizing the School Vision and Mission
Process
Identify objectives and targets for realizing the school vision which must be:
Specific
Measurable
Attainable
Realistic
Time-bound
What are the strategies the school to realize the objectives of its vision and mission?
Expected Output: Objectives/targets, and strategies to realize the school vision and mission.

13. Step 8: Write a Three to Five-Year School Improvement
Process
Utilize the suggested SIP outline. Write down the completed outputs (Steps 1-7) for Parts I to IV. Discuss other parts V to VIII. Then ask all the participants to cooperatively complete the 3 to 5 year SIP.
Expected Output: A three to five year SIP

14. Step 9: Develop an Annual Implementation Plan (AIP) based on the SIP
Process
Based on existing SIP, identify problems and objectives for one year. Review the intervention programs (Part V) that will include strategies and learning activities, time frame for implementing the activities, persons responsible and resources needed which are appropriate to achieve the objectives set.
Expected Output: Annual Implementation Plan (AIP)

15. ______________________
Suggested Outline of the School Improvement Plan (SIP)
______________________
(Name of School)
_____________
Years
________________
(District)
______________ _______________
(Division) (Region)
I. Statement of School Vision-Mission/School Logo (if any)
II. Overall Description/Profile of the School and Community
A. Community Profile
B. History of the School
C. School Profile (baseline)
1. Student Development
2. Teacher and Administrator Development

16. 3. Physical Plant Development
4. School-Community Partnership
5. Resource Generation and Fund Management
III. Problems and Needs Assessment
A. Existing School Problems
B. Causes of the Problems
IV. Goals, Objectives/Targets
V. Implementation Plan or Intervention Programs (Matrix Form)
A. Strategies and Activities to Address the Problems
B. Timeline
C. Responsible Persons
D. Resources Needed
E. Funding Source
F. Expected Outputs/Outcomes
G. Sustainability

17. VI. Monitoring and Evaluation Plan
A. Tools
B. Frequency
C. Analysis of Findings and Feedbacking
VII. Communication, Documentation and Reporting to the Stakeholders
A. Communication Plan
B. Schedule and Plan for End-of-Year Reporting to Stakeholders (Using Report Card)
C. Documentation Plan
VIII. Signatories
A. Schoolhead and Staff including Pupils
B. PTCA President and Representatives
C. Barangay Captain or Representative and Other LGU Officials
D. Division Staff
E. Other Representatives from Organizations or from the Community

18. Land Title/Registration of School Site
Annexes:
Participants
Site Map of School
Land Title/Registration of School Site
Copy of documents #2 and 3 must be submitted to the Division Office

19. Suggested Format for the Annual Implementation Plan (AIP)
_________________________
(Name of School)
School Year ___________
______________________
District
Problems
Objectives
Strategies/Activities
Time Frame
RESOURCES NEEDED
Sources
Expected Outputs/
Outcomes
Sustaina-bility
Fund
Human
Materials

20. SCHOOL IMPROVEMENT PLAN Maayon Elementary Schoolof
Maayon Elementary School
Mr. Marlon Destreza
Principal I, Maayon Elementary School

21. School Profile Complete Elementary School
5th class municipality in the province of Capiz
Parents source of livelihood is farming
Total land area of the school is 20,000 sq. meters
37 teachers and 1 administrative aide I

22. SCHOOL IMPROVEMENT PLAN
I. STATEMENT OF SCHOOL VISION – MISSION
Vision
Maayon Elementary School is envisioned as an institution of learning which turns-out literate, disciplined, productive and resourceful graduates capable of adopting themselves to a rapidly changing world.
Mission
The school endeavors to provide quality learning experiences that will transform school children to literate, God loving and productive citizens.

23. II. GOALS
1. Improve the academic performance of the pupils in all learning areas in all grade levels.
2. Enhance teacher’s competence in teaching and acquire adequate skills in the development of Support Instructional Materials
III. OBJECTIVES
1. Increase MPS in all learning areas in all grade levels by ten (10) percentage points every school year.
2. Reduce the number of non-readers in English and in Filipino by 75% every school year.
3. Improve teaching competence of teachers thru attending INSET, SLAC, Conferences.

24. IV. PROBLEMS AND NEEDS ASSESSMENT
Existing Problems
Causes
Low Academic Achievement of Pupils
Prevalence of Non-Readers & Non-Numerates
Low commitment of some teachers
Absenteeism
Poor comprehension in English & Filipino
Inadequate skills of teachers in the dev’t of S.I.M.s
Lacking follow up at home by the parents
Poor economic status
Poor study habits
Remedial Instruction not given much emphasis and seldom monitored
Drill on basic mathematics facts seldom conducted
Lack of mechanism in giving awards and incentives

25. V. MONITORING AND EVALUATION
Assessment Tools such as Phil-IRI (English), Di-Pormal na Inventori sa Pagbasa (DPIP) (Filipino) will be used to identify the non-readers at the start of the School Year
M Forms will be used to monitor the reduction of non-readers and non-numerates
Frequency of Evaluation will be done as scheduled or as the need arises
Analysis and Feedbacking will be done to find out areas that need improvement

26. VI. DOCUMENTATION
Report Card will be made to publish the project Output and Success Indicators of the different Key Result Areas to be given to the Stakeholders
Project Terminal Report will be made and submitted to the Division Office highlighting the Best Practices and Project Accomplishments

27. MAAYON ELEMENTARY SCHOOL DISTRICT OF MAAYON Maayon, Capiz SCHOOL IMPROVEMENT PLAN A THREE YEAR PLAN
YEAR 1 (SY )
YEAR 2 (SY )
YEAR 3 (SY )
PROGRAMS
Remedial Reading Program (RRP)
Project RTM (Remedial Training in Math)
School Based Training in English and Mathematics
Utilization of FTs and ATAs
Intensive Instructional Supervision
Sustainability of Remedial Reading Program using ABCs of Reading by Fuller
Every Child A Reader (ECARP) in English & Filipino
Development of Support Instructional Materials in English, Math and Filipino
Construction of Test Questions every grading period in all learning areas and in all grade levels
School-Based Training on Test Construction of Least Learned Skills in English, Science and Filipino based on 2004 YDAT.
Hold Demonstration Teaching in English, Math, Science and Filipino using Innovative Strategies
Monitoring and Evaluation
Administration of Phil-IRI
Hold School-Based Training on How to conduct Motivational Acts, Review Tips on Test Taking
School-Based INSET on Phonetic Analysis: A Strategy for Beginning Reading
SLAC Session for Grade III Teachers focused on Measurement
Making of SIMS on least Learned Skills based on 2005 YDAT
Making of Activity Cards in Science for Grades 3-6 based on LLS.
Development of Paralleled Test on the Least Learned Skills

28. The School Improvement Plan (SIP) and Annual Implementation Plan (AIP)
The presentation is divided into 2 major parts:
The first section gives an overview of the Philippine Educational System. We begin with important mandates that serve as the legal foundation of the Philippine education system, the present organizational structure of DepED and the educational ladder.
In the second section, we will discuss the Basic Education Profile in terms of enrolment size and various performance indicators. We will finish with basic education policies and strategies.