Phase 1 of enhanced School Improvement Plan

lecture

1. Enhanced School Improvement Plan ( eSIP )

2. THE CYCLE OF eSIP

3. THE CYCLE OF eSIP

4. PHASE 1 OF eSIP

5. Arrange the steps in Phase 1. Use the numbers 1-11 __________ Organize project teams. _________ Analyze school processes. _________ Prepare initial list of PIAs. _________ Do gaps analysis. _________ Prioritize PIAs _________ Accomplish Planning worksheet (PIA column) _________ Listen to the voice of the learners and other stakeholders. _________ Select area of focus. _________ Set general Objectives (enter in the planning worksheet) _________ Do root cause analysis _________ Present root causes to SPT

6. Arrange the steps in Phase 1. Use the numbers 1-11 Organize project teams. Analyze school processes. Prepare initial list of PIAs. Do gaps analysis. Prioritize PIAs Accomplish Planning worksheet (PIA column) Listen to the voice of the learners and other stakeholders. Select area of focus. Set general Objectives. (enter in the Planning Worksheet) Do root cause analysis Present root causes to SPT 6 8 2 1 3 4 7 9 5 10 11

7. 2. Identify and analyze PIAs. 2.1. Gap Analysis Condition: Should have the following documents: SRC School Community Data CFSS Result of analysis of the previous SIP. Others Phase 1 0f eSIP - ASSESS

8. 2. Identify and analyze PIAs. 2.1. Gap Analysis Phase 1 0f eSIP - ASSESS DIVISION TARGET SCHOOL PERFORMANCE Data Needed Currently Contributing Inhibiting Factors Project Implemented Groups that Require Attention Yes/No Explanation  Completion rate : 96% School completion rate over the previous three years   No Overall completion rates over the last 3 years have been around 10% less than the target.    Low completion rate due the ff: - literacy and numeracy performance Health problems Family problems  Project……..  Key stage 1 (K-3)

9. 2. Identify and analyze PIAs. 2.1 . Gap Analysis Phase 1 0f eSIP - ASSESS DIVISION TARGET SCHOOL PERFORMANCE Data Needed Currently Contributing Inhibiting Factors Project Implemented Groups that Require Attention Yes/No Explanation School Leaver rate: .38 1. School leaver rate over the previous 3 years. 2. Reasons of dropping and for not to continue schooling No Overall school leaver rates over the last 3 years have not been lower than 4% High school leaver rates due to the ff: Financial matters Health problems Disaster Family problems Project Sagip SARDOs Disadvantaged students OFW parents

10. 2. Identify and analyze PIAs. 2.1 . Gap Analysis Phase 1 0f eSIP - ASSESS DIVISION TARGET SCHOOL PERFORMANCE Data Needed Currently Contributing Inhibiting Factors Project Implemented Groups that Require Attention Yes/No Explanation Elem MPS: 85% Sec MPS: 90% MPS per grade level and per learning area No Overall school MPS is 1% lower than the target. The learning areas that pull down the sch. MPS are Math & Science and English Instructional practices. Availability of Learning materials Assessment practices No Intervention programs Poor comprehension and reading ability of learners Project ….(Continuous capability building activities) All grade level

11. Let’s try: Fill the gap analysis template. A . Gap Analysis Phase 1 0f eSIP - ASSESS DIVISION TARGET SCHOOL PERFORMANCE Data Needed Currently Contributing Inhibiting Factors Project Implemented Groups that Require Attention Yes/No Explanation 1. Struggling readers: 0% 2. SHS graduates (TVL): 100% NC holder 3. Child friendly school :100% (25 to 30 points)

12. Sharing of output

13. Vision Sharing What are your own dreams for the children of your school after 3 years? Ex: Aligned with the Deped Vision, _______Elementary school as a center of independent readers and excels in academic and in curricular activities. - A narrative relating the school vision to the Deped Vision

14. Mission Sharing - What is the role of each in order to achieve the vision. Teacher- Learner- Administrator- Stakeholders- (you can specify the role of each or in general statement)

15. Core Values Sharing What values do you possess that support the core values? How should you be so you can demonstrate these core values? Ex To demonstrate being Maka-Diyos , Maka-tao , Makakalikasan , Makabansa each shall be participative, compliant, and always aim for the best - A narrative how these values help you fulfill the vision mission?

16. 2 . Identify and analyze PIAs. 2.2 Prepare list of initial Priority Improvement Areas (PIAs) Phase 1 0f eSIP - ASSESS Division Target School Performance Initial PIAs Gap Groups that require attention School leaver rate: .38 Overall school leaver rates over the last 3 years have not been lower than 4% Disadvantage students High school leaver rate. Completion rate: 96%  Overall completion rates over the last 3 years have been around 10% less than the target.    Key stage 1 (k-3)     Low completion rate Elem MPS: 85% Sec MPS: 90% Overall school MPS is 1% lower than 85%. The learning areas that pull down the sch. MPS are Math, Science & Eng. All grade level Low MPS in Math, Science and English

17. Share Initial list of PIAs

18. 2 . Identify and analyze PIAs. 2.3. Prioritization of PIAs Phase 1 0f eSIP - ASSESS Improvement Areas (IA) Strategic Importance (The number of other IAs that will benefit when the IA is addressed) Urgency (The urgency or need to improve the area as soon as possible) Magnitude (The number of learners that will benefit when the IA is addressed) Feasibility (The degree to which the improvement area is within the school’s mandate and control) Average Interpretation Low completion rate 4 5 5 5 4.75 Very High High school Leaver rate 5 5 5 5 5 Very High 5- Very High 4 – High 3 – Moderate 2 – Low 1 – Very Low

19. Prioritize the listed PIAs

20. 2 . Identify and analyze PIAs. 2.4. Prepare the Planning Worksheet (Annex 5) Phase 1 0f eSIP - ASSESS Learning Stage DepEd Intermediate Outcomes Priority Improvement Areas General Objective/s Root Causes Time Frame SY SY SY K-3 IO1: Learners are in school and learning centers             IO2: Learners access programs responsible to their needs and consistent with their interest and aptitudes             IO3: Learners enjoy learner-friendly environment             IO4: Learners actively participate in their learning environment             IO5: Learners attain learning standard             IO6: Learners are well rounded happy and smart            

21. 2 . Identify and analyze PIAs. 2.4 Prepare the Planning Worksheet (Annex 5) Phase 1 0f eSIP - ASSESS Learning Stage DepEd Intermediate Outcomes Priority Improvement Areas General Objective/s Root Causes Time Frame SY SY SY K-3 IO1: Learners are in school and learning centers   High school leaver rate           IO2: Learners access programs responsible to their needs and consistent with their interest and aptitudes             IO3: Learners enjoy learner-friendly environment             IO4: Learners actively participate in their learning environment             IO5: Learners attain learning standard  1. Low completion rate 2. Low MPS in MSE           IO6: Learners are well rounded happy and smart            

22. Input the PIAs in the appropriate IOs

23. 3. Analyze the PIA 3.1 Set General Objective Phase 1 0f eSIP - ASSESS PIA What is it about the PIA that made it as IA? What do you want to happen? What “to do”? “To do” on what? (PI) Objective Baseline (BL) Target (T) Time Period Low completion rate Our completion rate is significantly lower at 4% versus the Division target at 96% We want our school completion rate to increase by 4% To increase The completion rate To increase the completion rate 92% 96% In 3 years General Objective: To increase the completion rate from 92% to 96% in 3 years. Verb Indicator BL T Time period

24. 3. Analyze the PIA 3.1 Set General Objective Phase 1 0f eSIP - ASSESS To increase the completion rate from 92% to 96% in 3 years. Incremental Targets: For Y1: completion rate increased by 1%. For Y2: completion rate increased by 1%. For Y3: completion rate increased by 4%.

25. Developing objectives (using the PIA that you identified in the previous activity)

26. 3. Analyze the PIA 3.2 Organize Project Teams One project team per PIA - Project teams may work on more than one PIA - Each Project team should discuss their assigned PIA and list down the possible factors that affect their PIA . - Identify possible individuals as the interviewee. Phase 1 0f eSIP - ASSESS

27. 3. Analyze the PIA 3.3 Listen to the voice of the learners and other stakeholders This will be done by project teams. Determine the concerned stakeholders that need to talk to. Ask HOW they will be helped by the school. For interviews ask open-ended questions. Note: Validate the PIA/problem and pinpoint the relevant school process. Phase 1 0f eSIP - ASSESS

28. Simulate an interview

29. 3. Analyze the PIA 3.4 Analyze School Process This will be done by the project team. Know the WHY and WHERE the NEEDS and PROBLEMS exist in the process. Map the process and identify the storm clouds. Better understand the problem and to identify possible points of intervention. Phase 1 0f eSIP - ASSESS

30. 3. Analyze the PIA 3.4 Analyze School Process Example: PIA - Low MPS in Math, Science and English. Identified interviewee: Learners, Teachers and Instructional Leaders. Possible responses in the interview: From Learner: “Sometimes can’t relate on the topic,” From Instructional Leader: “T develop lesson using symbols (abstract) only” Relevant process: Teaching-learning process, Preparation of assessment materials Phase 1 0f eSIP - ASSESS

31. 3. Analyze the PIA 3.4 Analyze School Process Example: PIA – 40% out of 120 Grades 2 to 3 learners are struggling readers Identified interviewee: Parents, Teachers and Instructional Leaders. Possible responses in the interview: From parents: From Instructional Leader: Relevant process: Teaching beginning reading process, Parents tutorial method Others: Conduct of Phil-IRI, Reading Intervention Program Phase 1 0f eSIP - ASSESS

32. Drill (3-5 mins) Review (5 mins) Presentation of situation as springboard (5 mins) Discussion of the new lesson (modelling) Assessment Further practice Scaffolding activity There are pupils that could not follow the steps Situation are not in the context of learners Only 20 learners were able to get a passing score Only few volunteer to give their answers There were learners who were not able to finish the activity. Teachers presented lessons using symbols Teaching Learning Process in Math

33. Drill Review Presentation of vocabulary words Reading of the story Assessment Further practice Answering motive questions Five pupils were just turning the pages. Not interested to read 5 pupils do lipsing in reading Only 20 learners were able to get a passing score Only the fast learners volunteer to give their answers on the motive questions There were learners who were not able to finish the activity on time. Teaching Learning Process in Reading 10 learners could not pronounce/ read very well ccv and dolch’s sight words

34. Map a process that is relevant to the identified PIA

35. 3. Analyze the PIA 3.5 Select the area of focus Select the most strategic storm clouds that will affect the PIA. Aim your improvement efforts on a particular problem rather than attempting to solve all the problem at once Sample strategic storm cloud: New concepts were presented in symbols (abstract) : 10 learners could not read ccv words and some dolch’s sight words Phase 1 0f eSIP - ASSESS

36. 3. Analyze the PIA 3.6 Do Root Cause Analysis Root cause is not the solution. Finding the root cause is necessary in identifying the key strategic solution. Use any of the problem analysis tool. ( fishbone, why why , and problem tree) If there are several root causes, prioritize which root cause to be address Phase 1 0f eSIP - ASSESS

37. 10 learners could not read cvc , ccv and the dolch’s sight words Limited strategies employed Limited concrete and semi concrete IMs Limited Learning support from parents No training on phonics Big class size Newly hired teacher Lack of teacher Time of parents No training on the techniques Lack of training on the development of IMs No LR center for reading Lack of classroom

38. 3. Analyze the PIA 3.7 Present the root causes to the SPT Result of FGDs, Interview with learners and stakeholders. School process flowchart with storm clouds Area of focus Phase 1 0f eSIP - ASSESS

39. Phase 1 0f eSIP - ASSESS OUTPUT OF PHASE 1 SHALL BE THE CONTENT UNDER INTRODUCTION OF THE SIP.