SIP QA Tool.pptx

Editor's Notes

• #3: Talking point/s: Remember that a quality SIP is: Complete – it followed what was required and all the necessary information are there. Clear and Concise – We want our plan to be understood and owned by school and the community stakeholders. Consistent – Everything is aligned to each other – from the vision down to the monitoring and evaluation Evidence-based – the SIP was clearly based on evidence (quantitative and qualitative data) Relevant – activities addresses the root causes and objectives
• #4: The BHROD thru SED has developed a standardized tool that will guide the Schools Division Offices in assessing the quality of SIPs for the next cycle.
• #5: The quality of an SIP maybe classified by the assessor/appraiser as “below expectation”, “meets expectation” or “exceeds expectation” The school with SIP classified as MEETS EXPECTATION is considered proficient but must continuously improve its practices towards excellence. On the other hand, the school which fared BELOW EXPECTATION must strive hard to improve the quality of its SIP. And the school with SIP classified as EXCELLENT can influence other schools by sharing its good practices in SIP preparation.
• #6: Talking Points: This chapter presents the documentation of matters that transpired during the Vision Sharing activity. These include the list of the School Planning Team’s (SPT’s) aspirations for the school and learners, their understanding of DepEd VMV and Core Values as well as their commitments based on these understanding.   Another important document that must be included here is the list of roles and responsibilities of all SPT members, as discussed and agreed upon during the brainstorming session.   Lastly, the SPT timetable in the preparation, implementation, and monitoring of the SIP and AIP must be presented in this chapter to serve as guide to all SPT members and the school-community at large.   NOTE: The Vision Sharing is a reflective activity where the SPT internalizes the DepEd VMV and Core Values. The School Head or other SPT member facilitates the activity to draw out the aspirations of all members that will contribute to the attainment of school goals and objectives.
• #8: Talking Points: Assess  This chapter presents a brief discussion on the school and community data that were gathered, organized, and assessed using the templates provided in the ESIP Guidebook. The school must ensure that these data are accurate and updated to be able to capture the school’s current needs.   School’s Current Situation  Building on the results of data assessment, seamlessly connect the initial list of improvement areas to create a picture of the school’s current situation. The school may also highlight their achievements in areas where they excel or perform highly, whether at the district, division, region, or national level.  
• #9: Talking Points: Priority Improvement Areas   In this Section, present the List of Priority Improvement Areas (PIAs) as a result of the 5-point scale ranking provided in the ESIP Guidebook (page 13). A sample listing will suffice. Use Annex 4 or Identifying Priority Improvement Areas matrix in presenting the list of PIAs.  
• #10: Talking Points: From the identified PIAs, the SPT will formulate corresponding objective statements that the school wants to achieve in the first, second, or third year of the SIP cycle. These objectives should be smart and responsive to PIAs. A smart objective should have a baseline, target, and time period.
• #11: Talking Points: It is important to make the timelines and targets realistic and feasible to provide the Project Team with immediate results, which they can celebrate (if successful) or improve (if did not meet the target).
• #12: Talking Points: There are processes involved prior to the conduct of the actual Root Cause Analysis (RCA), like the conduct of FGDs and interviews with learners and other stakeholders, and analysis of specific school process involved in the assigned PIA to identify storm clouds and area of focus.   A focused problem/area can have several root causes, write in this Section the results of the Prioritization of Root Causes using the checklist provided in Annex 8 (ESIP Guidebook, page 98).
• #14: Talking Points: Several solutions can be formulated for a single root cause. Thus, if the Project Team prioritized more than one root cause, several solutions must be formulated. The Project Team will prepare Project Design for each solution using the Project Work Plan and Budget Matrix. The duration of projects vary depending on the timelines set for the identified PIAs. It is important to make these projects manageable to provide the team with immediate results that the school can celebrate (if these are successful) or improve (if these do not meet the target). Thus, in cases where there are major projects that would need a long time to implement, the Project Team should subdivide this into smaller, more manageable projects.    
• #15: Talking Points: Another important document that will be attached in the SIP is the Annual Implementation Plan (Annex 10) for Year 1, the SIP’s operational plan. It contains specific projects that will be undertaken by the school in a particular year, which include the following: outputs, activities, schedule, required resources, source of fund, and the individuals accountable for the conduct of these projects. It also includes operational cost such as but not limited to utilities, supplies and materials, etc. that are considered eligible expenditures in the existing MOOE guidelines. The preparation of AIP is by Fiscal Year (Quarters 1 to 4) plus additional Quarter 1 of the following year to ensure that all activities from January to March will be planned, which is based on the amount of monthly MOOE. NOTES: It is recommended that the Project Team who was assigned to do the RCA and Project Design will be tasked to prepare the AIP for continuity. Copy(ies) of project designs must be attached to the AIP to guide schools in implementing Year 2 and Year 3 AIPs.
• #17: Talking Points: The SPT will monitor progress in the middle and end of project implementation period depending on the timelines set by the Project Teams. In longer projects, the SPT will have to monitor more than twice. Schedules of monitoring must be indicated in the suggested Project Monitoring Report Form (ESIP Guidebook, page 29). To help inform the SPT of the status of their projects, the Project Teams will submit their respective progress reports using this template. Attach the Project Monitoring Report Forms of all projects for Year 1 AIP, which contains the following information: names of project, project objectives and targets, and the proposed dates of monitoring. Write 2-4 sentences describing the Project Monitoring Report Form to enlighten the readers who were not involved in the preparation of SIP.