SCHOOL IMPROVEMENT PLANNING

GAP ANALYSIS TEMPLATE

Region:_________________________
Division:________________________
District:_________________________
Barangay:_______________________
School:_________________________

Instruction: Use the matrix on the next page as a guide in assessing the gap between your Division Targets (A) and
School Performance (B). In particular, you can fill out the matrix by answering the following questions for each Division
Target:
B1. Data Needed- What data do we need to assess our school performance against this Division Target?
B2.Currently Contributing- Is our current school performance contributing to the attainment of this Division Target? How is
it contributing or not contributing? Explain.
B3. Inhibiting Factors-If contributing, what are the factors that prevent us from contributing further to this Division Target?
If not contributing, what are the factors that prevent us from contributing to this Division Target? Include the most pressing
needs or problems from available data.
B4. Projects implemented-What school projects were implemented geared towards the attainment of this Division Target?
If no such projects are implemented, leave it blank.
B5. Groups that require attention- Are there groups in our school that require specific attention concerning the attainment
of this Division Target? (e.g.considering gender, socio-economic status, ethnicity)

___________________________
Date Accomplished
 B. SCHOOL PERFORMANCE
A. DIVISION B.1 DATA B2. CURRENTLY B3.INHIBITING B4.PROJECTS B5.GROUPS
TARGETS NEEDED CONTRIBUTING FACTORS IMPLEMENTED THAT
YES/NO EXPLANATION REQUIRE
ATTENTION
Example 1. Zero 1.Dropout High dropout 1.New strategy Over-aged
Dropout Rate rates over Dropout rates rates due to on attendance students
the previous NO over the last the following: monitoring
three years three years have -financial 2.Teacher
2.Reasons been greater than matters counseling of
of dropping 2% -health students
out problems
-child labor
100%Gross 1.enrolment No Gross enrolment
Enrolment Rate rate has been lower
than 100% for the
Total Enrolment (all past 3 years
ages)/population (5- (ave.75%)
17) x 100
100%Net Enrolment
Rate

Total Enrolment
(ages 5-
17)/Population (ages
5-17)x 100
100% Retention Rate
100% Apparent
Intake Rate

Gr.1
Enrolment/Population
6 years old x 100
100% Net Intake
Rate

Gr.1 Enrolment (age

6)/Population (age 6)
x 100
100% Transition
Rate

Gr.V enrolment
(Current) / Grade IV
promotes (previous)
x 100
74.20% NAT 1.NAT No NAT has an Very low Frustration
Achievement Rate achievement ave.72% for the average in learners in
(G6) rate past three years English grade 6

84.70% Cohort
Survival Rate (Elem.)

Grade VI enrolment
in a given year/Grade
1 enrolment 5 years
back x 100
81% Completion COMP. No THE Transfer of Over-aged
Rate (Elem.) RATE COMPLETION residence children
FOR THE PAST
Grade VI graduates 3 YEARS HAS
in a particular BEEN lower
year/Grade 1 than 81% (76% )
enrolment 5 years
back x 100
B. SCHOOL PERFORMANCE
 A. DIVISION B.1 DATA B2. CURRENTLY B3.INHIBITING B4.PROJECTS B5.GROUPS
TARGETS NEEDED CONTRIBUTING FACTORS IMPLEMENTED THAT
YES/NO EXPLANATION REQUIRE
ATTENTION
Zero Drop Out Rate
(Elem.)
Zero School Leaver
Rate (Elem.)
100% Promotion
Rate (Elem.)
100% Graduation
Rate (Elem.)
70.90% NAT
Achievement Rate
(G10)
83% Cohort Survival
Rate (Secondary)
75.30% Completion
Rate (Secondary)
Zero Drop Out Rate
(Secondary)
Zero School Leaver
Rate (Secondary)
100% Graduation
Rate (Secondary)
100% Promotion
Rate (Secondary)
Note: ASK Which among the Division performance measure/s show/s a gap vis-à-vis School Performance? (Low NAT Achievement rate, High
Drop Out Rate, etc.) These performance measures serve as input to the first column of the PIA Rubric as shown in the next pages.

Note: Aside from the Gap Analysis Template showing the Division Targets vis-à-vis School performance, the School Planning Team may also
look into the gathered data from the School-Community Template (SIP Template-Part 1), School Profile Data, Child Protection
Implementation Checklist and Student-Led School Watching & Hazard Mapping Checklist. These too could become sources of Priority
Improvement Areas.

Other INDICATORS (Based on School-Community Data Template) Existing Problems/Gaps

Example:A.5 Availability of basic social infrastructure and services No clean water supply
B.1 Peace and Order --
B.2 Local Mechanisms/structures for peace, security and order --
B.3 Stakeholder support to education Lack support from PTA
B.4 Incidence of crimes and other human-induced hazards ---
C.2 Incidence of natural disasters Has experienced typhoon
D.3 Child Labor Practice --
E.1 Availability of Electrical Supply No electrical connection in Grade 5 building
E.2 Internet Connectivity No available internet connectivity
(Based on School Profile Data) Existing Problems/Gaps
B.1.1 Classroom and Seats 1 classroom for rehab
B.1.2 Water, Sanitation and Hygiene (WASH) Facilities Without available water supply
B.1.2.c Functional Toilets
B.1.2.c Toilet Bowls
B.1.3 Textbooks
B.1.4 Library
B.1.5 Other learning facilities (Science equipment, computer, etc.)
C.1 Number of Teachers
C.2 Quality of Teachers
C.2.2 Number of Teachers meeting the desired competencies based
on the NCBTS
(Based on Child-Friendly School Survey) Existing Problems/Gaps
GOAL1- Encourage Children’s Participation in School & Community No school publication/bulletin board
GOAL 2- Enhance Children’s Health and Well-being No functional clinic, no annual dental check up
Example: GOAL 3- Guarantee safe and protective spaces for children NO LIBRARY, no fire extinguisher, no first aid kits, no sports
equipment
GOAL 4-Encourage enrollment and completion
GOAL 5-Ensure children’s high academic achievement and success
GOAL 6- Raise teacher’s morale and motivation
GOAL 7- Mobilize community support for education
(Based on Child Protection Policy Checklist) Existing Problems/Gaps
1.School-Based policies on child protection and anti-bullying
2.Codes of Conduct for Students, administrators, etc.
3. Codes of Conduct with specific provisions addressing potential risks
to students
4. Information dissemination on Child Protection Policy
5.Written procedures in conducting disciplinary proceedings
6.Conflict resolution mechanisms
7. Established system on identifying students who may be suffering
from harm
8. School-based referral and monitoring system to address child abuse
9. existing records of proceedings related to child abuse and bullying
cases
10. Well-kept intake sheets
11. Submitted consolidated reports on child Abuse and Anti-Bullying
12. Networking with Agencies and NGOs supporting Anti-Bullying and
Child Protection
13. Annual capacity building for members of the Child Protection
Committee
(Based on Student-Led School Watching and Hazard Mapping Existing Problems/Gaps
Checklist)
Windows BROKEN WINDOWS
Pathways
Corridor
Flooded area
Furniture
Electrical wires
Protruding nails in chairs and tables
Door knobs
Warning signs
Chemicals and liquids
Ceilings
Canals
Trees/shrubs/bushes
Ramps
Swing-in doors
Fence INCOMPLETE PERIMETER FENCE
Emergency hotlines Not posted emergency hotlines
Garbage disposal
GI sheets
Emergency exits
Medical Kits
Bells/Alarms
Condemnable buildings
Note: If the school does not experience any problems/gaps with the indicator/s above, just leave it blank.

PRIORITY IMPROVEMENT AREA (PIA) RUBRIC

Note: The gaps that the SPT have identified in the Gap Analysis Template and in other data-gathering templates will serve as inputs to the
Priority Improvement Area (PIA) Rubric.

Instruction: Using the matrix on the next page, please rate each improvement area on five criteria using 5-point scale as described below:

Criteria Description Scale

Strategic Importance The number of other areas that will benefit when the improvement 5-Very High
area is addressed. 4-High
Urgency The urgency or need to improve the area as soon as possible 3-Moderate
Magnitude The number of learners that will benefit when the improvement area 2-Low
is addressed 1-Very Low
Feasibility The degree to which the improvement area is within the school’s
mandate and control

Afterwards, compute the average rating of each improvement area and interpret the results as follows;

Average Rating Interpretation

4.5-5.0 Very High Priority
3.5-4.49 High Priority
2.5-3.49 Moderate Priority
1.5-2.49 Low Priority
1.0-1.49 Very Low Priority
IMPROVEMENT STRATEGIC URGENCY MAGNITUDE FEASIBILITY AVERAGE INTERPRETATION
AREAS IMPORTANCE
Example:
High Drop Out 5 5 4 2 4 High Priority
Rate
No Clean Water 4 4 3 4 3.75 High Priority
Supply
Incomplete 4 5 5 5 4.75 Very High Priority
Perimeter Fence
Low NAT 5
Achievement
Rate
LOW GROSS 5 5 5 2
ENROLMENT
RATE
Not posted 3 5 5 5
emergency
hotlines
BROKEN
WINDOWS
 PLANNING WORKSHEET
Instruction: Align your input into the appropriate learning stage and intermediate outcomes. Root Cause/s Column shall only be filled in after the
SPT has conducted Root Cause Analysis and Voice of the Customers. PIAs on Infrastructure and Physical Facilities from other data
gathering templates MAY NO LONGER REQUIRE Root Cause Analysis. Fill in with color the expected time frame for the school to address a
specific PIA. Remember though that some PIAs may also be addressed in less than three years. Examples are provided for below:

PLANNING WORKSHEET for ACCESS and QUALITY

LEARNING DEPED INTERMEDIATE PRIORITY GENERAL ROOT CAUSE/S TIME FRAME
STAGE OUTCOMES IMPROVEMENT OBJECTIVE/S 2016- 2017- 2018-
AREA 2017 2018 2019
IO1: Learners are in school and
learning centers
0%

K-3

IO2: Learners access programs

responsive to their needs and
consistent with their interests
and aptitude
IO3: Learners enjoy learner- No available To procure 3
friendly environment internet wifi kits by SY
connectivity 2016-2017
IO4: Learners actively
participate in their learning
environment
IO5: Learners attain learning 75%
standards
 IO6: Learners are well-rounded,
happy and smart
IO1: Learners are in school and High drop out To decrease -irregular
learning centers rate drop out rate monitoring of 1.5% 1% 0%
from 2% to 0 attendance
by SY 2018- -child labor
2019
IO2: Learners access programs
4-6 responsive to their needs and
consistent with their needs and
aptitudes
IO3: Learners enjoy learner- No electrical To install ---
friendly environment connection in electrical
Grade 5 building connection in
Grade 5
building by SY
2016-2017
No available To procure 3
internet wifi kits by SY
connectivity 2016-2017
1 classroom for To repair
rehab in Grade 4 grade 4
classroom by
SY 2017-2018
IO4: Learners actively
participate in their learning
environment
IO5: Learners attain learning Low NAT To increase Low NAT in
standards ACHIEVEMENT NAT English
achievement 76% 78% 81%
RATE rate from 74%
to 81% by SY
2018-2019
IO6:Learners are well-rounded,
happy and smart
 PLANNING WORKSHEET for ACCESS and QUALITY
LEARNING DEPED INTERMEDIATE PRIORITY GENERAL ROOT CAUSE/S TIME FRAME
STAGE OUTCOMES IMPROVEMENT OBJECTIVE/S SY____ SY____ SY____
AREA
IO1: Learners are in school and
learning centers
IO2: Learners access programs
responsive to their needs and
consistent with their interests
and aptitude
IO3: Learners enjoy learner-
friendly environment
7-10 IO4: Learners actively
participate in their learning
environment
IO5: Learners attain learning
standards
IO6: Learners are well-rounded,
happy and smart
IO1: Learners are in school and
learning centers
IO2: Learners access programs
responsive to their needs and
consistent with their needs and
aptitudes
11-12 IO3: Learners enjoy learner-
friendly environment
IO4: Learners actively
participate in their learning
environment
IO5: Learners attain learning
standards
IO6:Learners are well-rounded,
happy and smart
 PLANNING WORKSHEET for GOVERNANCE
DEPED INTERMEDIATE PRIORITY GENERAL ROOT CAUSE/S TIME FRAME
OUTCOMES IMPROVEMENT OBJECTIVE/S SY 2013- SY2014- SY2015-
AREA 2014 2015 2016
IO1: Education leaders and
managers practice participative
and inclusive management
processes
IO2: Internal systems and
processes needed for continuous
improvement in place
IO3: Growing number of Lack support from Increase participation of Busy schedule
stakeholders actively participate PTA PTA in all school
and collaborate in convergence activities by conducting
mechanisms at all levels Quarterly PTA Meetings

PROJECT TEAMS
Note: A project team for each PIA shall be formed. However, project teams may also take care of more than one PIA. The members of the project
team may be drawn from the community, teachers and learners with at least one member coming from the School Planning Team. Each project
team should discuss their assigned PIA and list down possible factors that affect their PIA. As stated earlier, PIAs from Infrastructure and
Physical Facilities reflected in other data gathering templates (School Community Template, School Profile, Child Protection
Implementation, etc.) may no longer need root cause analysis.

PROJECT TEAM A
Assigned PIA: High Drop Out Rate
PROJECT MEMBER ROLE RESPONSIBILITIES

Ex: Leader
Assistant Team Leader
 Documentation In-charge

Scribe

PROJECT TEAM B
Assigned PIA: Incomplete Perimeter Fence
PROJECT MEMBER ROLE RESPONSIBILITIES

PROJECT TEAM C
Assigned PIA: No Clean Water Supply
PROJECT MEMBER ROLE RESPONSIBILITIES
 VOICE OF THE CUSTOMERS
(Through Interviews, FGDs, etc.)
PIA: High Drop Out Rate
Sample questions:
1. What are the reason/s why you have a number of absences in school?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
2. What intervention/s did your teacher provide when he/she noticed that you have incurred a number of class
absences?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3. What would likely help you minimize your absences?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

(Questions may vary depending on the Priority Improvement Area-PIA). Customers may also be students, teachers
and other stakeholders affected by the PIA.
 SCHOOL PROCESS
PIA: High Drop Out Rate
KEY Question: What specific school process does the team needs to look into in order to fully understand why and
where the needs and problems exist?
KEY Process affecting the PIA: ex: Home Visitation Process
(map out the Home Visitation Process of the School and Identify the clouds/problems within the process)

HOME VISITATION PROCESS

(SAMPLE ACTIVITY FLOWCHART)

Teacher checks Teacher identifies Teacher reports to Teacher receives

attendance of students incurring principal and permit and goes to
learners using SF 2 a number of requests the home of the
absences per permission to student at risk of
month conduct Home dropping out
Visitation

Teacher reports to Teacher and parent Teacher interviews

principal the signs an parents of students
agreements/commi agreement/commit at risk of dropping
tments/resolutions ment/problem out
made resolution
 HOME VISITATION PROCESS
(SAMPLE ACTIVITY FLOWCHART with STORM CLOUDS)

3 teachers 2 teachers failed to

forget to report SARDO to
check School Head

Teacher checks Teacher identifies Teacher reports to Teacher receives

attendance of students incurring principal and permit and goes to
learners using SF 2 a number of requests the home of the
absences per permission to student at risk of
month conduct Home dropping out
Visitation

Teacher reports to Teacher and parent Teacher interviews

principal the signs an parents of students
agreements/commi agreement/commit at risk of dropping
tments/resolutions ment/problem out
made resolution

4 parents failed to
abide with the
agreements made
 ROOT CAUSE ANALYSIS
Note: Choose at least one cloud that you think, when addressed would solve the problem. This becomes the focus for
your Root Cause Analysis.

2 teachers failed to report

SARDO to School Heads

Irregular monitoring of Volume of workload No established

attendance Monitoring & reporting
system

(The team may identify various causes related to the Focus Problem. Identified root Causes may now be reflected in the
Planning Worksheet)
 LIST OF POSSIBLE SOLUTIONS
PIA: High Drop Out Rate

(Sample) Solutions:
1. Daily Color-Coding Monitoring System
Description: Each class shall have an attendance pocket chart with the name of students in every pocket. The
teacher also keeps colored cards to be placed in the pocket charts if a student is absent from class.

COLOR & MEANING TEACHER INTERVENTION

GREEN CARD- 1st absence for the Month Call the attention of the learner

YELLOW CARD- 2nd absence for the Month Student Counseling and Inquiry

RED CARD- 3rd absence for the Month -Send letter to parents
-Report to Principal
-Recommend for Home Visitation

2. Weekly reporting of teachers to Grade Level Head/School Head on learners’ attendance

WEEK NUMBER OF LEARNERS WITH

ABSENCES
1
2
3
4
 PROJECT WORK PLAN AND BUDGET MATRIX
PIA: High Drop Out Rate

PROJECT TITLE: Attendance Meter (Daily Color-Coding Monitoring System)

PROBLEM STATEMENT: Two (2) teachers failed to report to the School Head the Students who at Risk of
Dropping out (SARDO)

PROJECT OBJECTIVE STATEMENT: To decrease the dropout rate from 2% to 1.5% by SY 2016-2017
(Note: 1.5% is an incremental target set for the year because the PIA spans for more than 3 years)

ROOT CAUSE/S:
a. Irregular Monitoring of Attendance
b. Volume of workload (teacher)
c. No established Monitoring/Reporting system
Materials
ACTIVITY OUTPUT OF DATE OF PERSON BUDGET BUDGET
THE IMPLEMENTATION RESPONSIBLE SOURCE
ACTIVITY
 PROJECT WORK PLAN AND BUDGET MATRIX
PIA: Incomplete Perimeter Fence

PROJECT TITLE: Construction of School Perimeter Fence

PROBLEM STATEMENT: Existing gap/problem in Child protection Implementation Checklist GOAL 3- Guarantee
safe and protective spaces for children

PROJECT OBJECTIVE STATEMENT: To construct a 5-span concrete perimeter fence (3m c. x 2m h.) by SY
2016-2017 (Note:5-span fence is an incremental target set for the year because the PIA span for 2 years)

ROOT CAUSE/S: (N/A)

ACTIVITY OUTPUT OF DATE OF PERSON BUDGET BUDGET

THE ACTIVITY IMPLEMENTATION RESPONSIBLE SOURCE
Meeting with Minutes of the Sept. 1, 2016 parents, physical P1,000.00 MOOE
parents, meeting, facilities coor
physical attendance
facilities coor.,
etc.
 PROJECT WORK PLAN AND BUDGET MATRIX
PIA: High Number of Frustration Readers

PROJECT TITLE: Project OWAW- One Word a Week

PROBLEM STATEMENT: Learners have poor vocabulary skills

PROJECT OBJECTIVE STATEMENT: To reduce frustration readers by 5 out of 10 learners

ROOT CAUSE/S: Poor vocabulary skills

ACTIVITY OUTPUT OF DATE OF PERSON BUDGET BUDGET

THE ACTIVITY IMPLEMENTATION RESPONSIBLE SOURCE
Procure/ Reproduced P600.00 Mooe- 500
reproduce reading Pta-100
reading materials
materials
Conduct Pre- Results of Pre-
Reading Reading
Assessment Assessment
Identify learners
under
frustration
levels