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

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.

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.

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

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

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

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

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

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

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

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

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.

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

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)

______________________ 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

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

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

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

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

SCHOOL IMPROVEMENT PLAN Maayon Elementary School of Maayon Elementary School 2003-2006 Mr. Marlon Destreza Principal I, Maayon Elementary School

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

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.

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.

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

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

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

MAAYON ELEMENTARY SCHOOL DISTRICT OF MAAYON Maayon, Capiz SCHOOL IMPROVEMENT PLAN A THREE YEAR PLAN 2003-2006 YEAR 1 (SY 2003-2004) YEAR 2 (SY 2004-2005) YEAR 3 (SY 2005-2006) 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

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 6-4-4 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.