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Updated School Improvement Plan Guidebook & Annexes

What is a School Improvement Plan (SIP)?

A School Improvement Plan (SIP) is a roadmap that lays down specific interventions that a school, with the help of the community and other stakeholders, undertakes within a period of three (3) consecutive school years. It aims to improve the three key result areas in basic education: access, quality, and governance. It is evidence-based, results-based, and child or learner-centered. The SIP is central in School-Based Management (SBM) and is prepared by the School-Community Planning Team (SPT). It is the basis for the school’s Annual Implementation Plan.

Updated: February 27, 2019

School Improvement Plan (SIP) Instructional Videos, Styleguide, Appraisal Process, and Quality Assessment (QA) Tool

Quality Basic Education that is accessible, relevant, and liberating is a dream for all Filipinos – a dream that can be easily achieved through joint efforts of the school and community. One of the many programs that enables DepEd to attain this goal is the implementation of the enhanced School Improvement Plan (DepEd Order No. 44 s. 2015).

The enhanced School Improvement Plan (SIP) is a road map that lays down specific interventions that a school will undertake within a period of three consecutive school years. SIP strengthens shared governance by providing opportunities where the school and community stakeholders collaboratively plan and identify interventions to address priority improvement areas.

With the crucial role of the SIP in school management, five (5) instructional videos were produced that will serve as supplementary references for schools to further capacitate themselves in the implementation of the enhanced SIP Process as well as to aid them in crafting their School Report Cards (SRC). This endeavor was led by Bureau of Human Resource and Organizational Development – School Effectiveness Division (BHROD-SED), together with DepEd schools and offices, UNICEF, and CBN Asia.

The department strongly believes that educating our Filipino children is everyone’s responsibility. Thus, information dissemination about our programs is as vital as its implementation. BHROD-SED ensured that the instructional videos are filled with information that can easily be understood by school stakeholders committed to help and support our schools. It may be a challenge but with our hearts centered on the achievement of providing quality, accessible, relevant, and liberating education for all our learners, there is nothing we cannot triumph over.

So to all our school heads, teachers, learners, parents, partners, and other school stakeholders, you may access and download the videos through this link: https://www.teacherph.com/school-improvement-plan-instructional-videos

We also encourage our education advocates to help us reach the farthest schools by sharing this link.


It is my greatest pleasure to present to you the enhanced School Improvement Plan Guidebook. We dedicate this to our learners as much as we dedicate it to you: our School Heads, teachers, and other stakeholders. May every initiative be planned well, every process significantly improved, and every successful activity in your schools greatly benefit our learners.

The education sector is a field of hurdles and challenges. The Department of Education, along with you, our primary movers of reform, continues to surmount these by working hand-in-hand. You-who are very familiar with these problems especially in your own school context-have the capability to think of and implement solutions to these challenges. I strongly believe in your capacity to transform your schools to become more effective.

Key to this whole process is to listen to our learners; to get to know their perspective. We cannot assume that the solutions we know are the ones that can address the problems of our schools. We have to listen to our learners, we have to look at data, we have to be patient enough to dig deeper and be open to what else we might find—and only then can we think of solutions. These are what the School Improvement Plan Guidebook encourages you to do.

As you read the pages of this Guidebook, may you feel our guiding presence journeying with you. I am excited to see the improvements that you will do in your schools. Together, let us build a better Department of Education for our learners.



This guide is made with you – our school heads, teachers, school staff, and other school stakeholders – in mind. In crafting this guide, we consulted with planning experts and experts from the field – principals, supervisors, and teachers – to ensure that school improvement planning becomes easier and effective for you.

We hope that by improving our planning and implementation processes, our schools will also improve. In this guide we encourage you to first, listen to your learners and stakeholders and second, to base your plans on evidence – on quantitative data you have collected and qualitative data from interviews with your learners and stakeholders. We encourage you not to rush to the solutions. As they say, the planning is just as important as the plan. We believe that you know the context of your schools and learners better. Therefore, we trust that the best solutions will come from your efforts in determining the root causes of your own problems and from planning your activities well.

In following this guide, you will find that the SIP cannot be done without working in teams. We imagine that by building these teams, relationships within your school will be nourished and community spirit will be strengthened.

For those practicing the Continuous Improvement (CI) program, you will find that the tools used in the CI process are incorporated in this guide.

We created some features to help you follow the steps and activities:

A process flowchart is made for your easy reference. It is found at the beginning of this guide (p.7)

Group icons have been placed under each step or activity for you to know who is the team in-charge:

All templates, worksheets, and other guides are written in bold and italics

All notes are highlighted by placing it in boxes

An output check is placed at the end of each activity for the team to take note of their deliverables

Our greatest desire is that your schools will improve so that learning outcomes will also improve. If there is one thing that a school is made for, it is for learning. And we shall do our best to provide you with tools to make this happen for our learners.

Please do not hesitate to let us know how we can make this guidebook better.

All the best in your efforts toward continuously improving your school!

Definition of Terms

The following are the key concepts/terms found in this SIP Guide. In applying these concepts/terms, the user should bear in mind the following corresponding definitions:

Child laborEmployment of children in any work that (a) is mentally, physically, socially or morally dangerous and harmful to children, and (b) interferes with their schooling by depriving them of the opportunity to attend school, obliging them to leave school prematurely, or requiring them to attempt to combine school attendance with excessively long and heavy work.
ChildrenPersons below 18 years old. In line with DO No. 40, s. 2012, the term also refers to those over 18 years old but unable to fully take care of themselves from abuse, neglect, cruelty, exploitation, or discrimination because of a physical or mental disability or condition.
Continuous Improvement (CI) ProcessA methodology to continually assess, analyze, and act on the performance improvement of key processes and service delivery, focusing on both stakeholder needs and the desired performance.
Continuous Improvement (CI) ProjectsProjects that revolve around the continuous improvement of an identified school process and service delivery related to access, quality or governance, with the end view of improving learning outcomes.
CommunityBarangay where the school is located. However, it may also be expanded to refer to the following:
– Adjacent barangays where a significant number of children enrolled in the school come from
– Municipality
– City
– Ancestral domain
Disaster Risk Reduction and Management (DRRM)The concept and practice of reducing disaster risks through systematic efforts to analyze and reduce the causal factors of disasters. Reducing exposure to hazards, lessening vulnerability of people and property, wise management of land and the environment, and improving preparedness and early warning for adverse events are all examples of disaster risk reduction and management.
Hazard mapA map illustrating the areas at risk of natural disasters such as sediment-related disasters, floods, tsunamis, storm surges, and volcanic eruptions. Hazard maps produced by municipal governments usually contain the following information in addition to the areas at risk of disasters: sketches of evacuation routes and shelters, evaluation of disaster possibility and frequency, a warning and evacuation system, and disaster-related basic information.
LearnerAn individual who attends classes in any level of the basic education system, under the supervision and tutelage of a teacher or facilitator.
Priority Improvement Areas (PIA)Selected areas in school management, operations, and service delivery that need to be changed to improve the three key result areas in basic education: access, quality, and governance. A PIA is prioritized based on disparity with Division goals, strategic importance, urgency, magnitude, and feasibility.
Process Owner/sThe concerned stakeholder/s – a person or group of people responsible for ensuring the efficiency of the process, who has the ability to make changes in the process and is/are highly involved in the project.
Project TeamA school team that implements improvement projects, reports on project status, outputs and outcomes, and prepares and maintains project documentation and records.6 The members of the Project Team are drawn from the community, teachers, and learners with at least one member coming from the SPT.
School Community Planning Team (SPT)A team composed of internal and external stakeholders organized for the purpose of identifying school concerns and issues, and strategically coming up with appropriate interventions through a collaborative process.
School Report Card (SRC)A report that provides stakeholders a snapshot of the school’s current condition and performance. It is a tool for advocating and communicating the school situation, context, and performance to internal and external stakeholders to involve them in making the school a better learning place for the learners.

School Improvement Plan (SIP) Annexes

1A School-Community Data Template

1B Child Mapping Tool

2A Child-Friendly School Survey

2B Child Protection Policy Implementation Checklist

2C Student-led School Watching and Hazard Mapping

3 Gap Analysis Template

4 Identifying Priority Improvement Areas

5 Planning Worksheet

6 Guidelines in Listening to the Voice of the Learners and Other Stakeholders

7 Walk the Process Guidelines

8 Root Cause Analysis Overview

9 Project Work Plan and Budget Matrix

10 Annual Implementation Plan Template

11 SRC Summary of Information

12A Basic SRC Template

12B Advanced SRC Template


  1. School Improvement Plan (SIP) Instructional Videos, Styleguide, Appraisal Process, and Quality Assessment Tool
  2. 2019 DepEd School Improvement Plan (SIP)
  3. Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC)
  4. Individual Performance Commitment and Review Form (IPCRF) Template
  5. Brigada Eskwela Manual for School Heads
  6. Collage Templates for Brigada Eskwela and Senior HS Souvenir Books
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Mark Anthony Llego

Mark Anthony Llego, from the Philippines, has significantly influenced the teaching profession by enabling thousands of teachers nationwide to access essential information and exchange ideas. His contributions have enhanced their instructional and supervisory abilities. Moreover, his articles on teaching have reached international audiences and have been featured on highly regarded educational websites in the United States.

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