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SIP Improvement Plan

This document outlines an improvement plan for a school that is aligned with the Department of Education's strategic directions. It lays out the school's strategic directions for the next six years, which focus on key challenges and opportunities. It also identifies specific interventions and outputs to accomplish the strategies. The document provides reminders to ensure alignment between the school improvement plan and the department's agenda, which aims to promote learner well-being through inclusive education and positive learning environments. It provides an example of how the school can integrate the department's strategic pillars and agenda into its own improvement plan.

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Helen Diomangay
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120 views

SIP Improvement Plan

This document outlines an improvement plan for a school that is aligned with the Department of Education's strategic directions. It lays out the school's strategic directions for the next six years, which focus on key challenges and opportunities. It also identifies specific interventions and outputs to accomplish the strategies. The document provides reminders to ensure alignment between the school improvement plan and the department's agenda, which aims to promote learner well-being through inclusive education and positive learning environments. It provides an example of how the school can integrate the department's strategic pillars and agenda into its own improvement plan.

Uploaded by

Helen Diomangay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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IMPROVEMENT

PLAN
Jocelyn I. Acebuche, JD
Peter R. Bobiles
”STOP DREAMING
AND START
DOING”
SCHOOL
STRATEGIC
DIRECTIONS
SCHOOL STRATEGIC DIRECTIONS

The School Strategic Directions lay down


the priorities that the schools must focus on
to address key and immediate challenges and
harness opportunities in the next six years
KEY
INTERVENTIONS
KEY INTERVENTIONS

These are specific actions that the school


will undertake to accomplish identified
strategies.
HOW TO MAKE
THIS PART?
REMINDERS
Ensure alignment of the DEDP
strategic directions into the SIP

Ensure that the MATATAG


Basic Education Agenda is
mainstreamed
REMINDERS
Ensure alignment of
interventions and synchronicity
in execution

The strategies or outputs and interventions


must be designed to address the challenges
affecting the performance of the school
The DEDP Strategic Directions and Key
Interventions
ACCESS
INTERMEDIATE OUTCOME All school-age children, out-of-school youth,
and adults accessed relevant basic learning
opportunities

STRATEGIES

Improve access to universal kindergarten


Improve learners’ access to quality and rights-
education upholding learning environment

Improve capacity to retain learners Strengthen schools’ capacity to ensure


in schools learners’ continuity to the next key stage

Strengthen mechanisms for


providing access to relevant basic
opportunities for OSC, OSY, and
OSA
ACCESS
INTERMEDIATE OUTCOME All school-age children, out-of-school youth,
and adults accessed relevant basic learning
opportunities

STRATEGIES

Improve access to universal kindergarten


Improve learners’ access to quality and rights-
education upholding learning environment

Improve capacity to retain learners Strengthen schools’ capacity to ensure


in schools learners’ continuity to the next key stage

Strengthen mechanisms for


providing access to relevant basic
opportunities for OSC, OSY, and
OSA
ACCESS STRATEGIES

Strengthen schools’ capacity to ensure learners’ continuity to


the next key stage

Smooth learner transition in the next key stage maximizes instructional time and
maintains optimal learning conditions. The capacity of schools to facilitate
learners’ transition to new learning environments involves strengthening the
academic and guidance and support skills of teachers in the next higher key
stage. Teachers should collect and share information with each other about
learners’ learning and development. Teaching students with comprehension
difficulties is important as this will affect their ability to comprehend and apply
critical concepts and principles
ACCESS
OUTPUTS

New secondary schools established in Incomplete primary schools converted into


areas with less access to secondary complete multigrade schools
education;
Integrated public schools in areas where Private schools participating in the Education
access to JHS and SHS is difficult Service Contracting scheme increased
established
SHS facilities within standards provided Tool for tracing learners’ completing basic
education including ALS learners designed
for recommendation to Regional Office
Coordination between elementary and
secondary schools strengthened
ACCESS
OUTPUTS

Professional development programs for Guidance and counseling services to address


teachers on bridging strategies and learners’ concerns improved
identifying learning gaps implemented

Implementation of bridging interventions inResearch studies on the learning gap in


secondary schools monitored and enhancedschools due to COVID-19 conducted and
disseminated
Alignment of MATATAG Agenda into the
DEDP and SIP
PILLARS MATATAG Agenda Intermediate Outcomes
Pillar 1: Access TAke good care of learners by All school-age children, out-
promoting learner well-being, of-school youth, and adults
inclusive education, and a accessed relevant basic
positive learning environment learning opportunities
Pillar 2: Equity TAke good care of learners by Disadvantaged school-age
promoting learner well-being, children and youth, and adults
inclusive education, and a benefited from appropriate
positive learning environment equity initiatives
PILLARS MATATAG Agenda Intermediate Outcomes
Pillar 3: Quality MAke the curriculum relevant Learners complete K to 12 basic
to produce competent and job- education, having successfully
ready, active, and responsible attained all learning standards that
citizens equip them with the necessary
skills and attributes to pursue their
chosen paths
Pillar 4: Resiliency and TAke good care of learners by “Learners are resilient,
Well-being promoting learner well-being, know their rights, and have the life
inclusive education, and a skills to protect themselves and
positive learning environment claim their education-related rights
from DepEd and
other duty-bearers to promote
learners’ well-being
PILLARS MATATAG Agenda Intermediate Outcomes
Enabling Mechanisms: TAke steps to accelerate Modern, efficient, nimble, and
Governance delivery of basic education resilient governance and
facilities and services management processes
Sample Improvement Plan aligned with the
DEDP Strategic Directions, Interventions,
and Outputs
THANK YOU

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