SIP Quality Assessment (QA) Tool

SCHOOL EFFECTIVENESS DIVISION

Bureau of Human Resource and Organizational Development
What is quality SIP?
What is SIP Quality Assessment (QA) Tool?

It is a tool that will be used by the Schools Division

Offices (SDOs) to assess the quality of the School
Improvement Plan (SIP).

The rubrics will guide the assessor/appraiser to

determine whether the SIP meets quality standards.

It does not intend to compare achievement of schools,

but the degree of meeting the criteria of a good SIP;
and it creates a common framework for assessing SIPs.

The remarks column, specify actions that the school

head and the SPT must take to improve the SIP, if any;
and words of appreciation if they did a good job.
 The SIP QA Tool Classification

BELOW MEETS EXCEEDS

EXPECTATION: EXPECTATION: EXPECTATION:
Revise the Proficient but Influence other
whole chapter/ must continue to schools
section strive for
excellence
 Chapter 1: DepEd VMV
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 1: The chapter The chapter clearly The chapter clearly
"simply" states articulates the SPT’s stipulates the SPT's
Clarity and
the DepEd VMV. understanding of the understanding of the VMV
completeness of VMV and their and their aspirations for
discussion on aspirations for the the school and learners;
DepEd VMV school and learners; and commits to perform
and states their roles their roles and
and responsibilities that responsibilities for the
will contribute to the attainment of the school
attainment of the school goals where all members
goals where all collaborate.
members collaborate.
 Chapter 1: DepEd VMV

Content Check:
• Documentation of the Vision Sharing activity, their aspirations for
the school and learners and their insights on DepEd VMV and
Core Values
• List of roles and responsibilities of all SPT members
• SPT Timetable

Notes:
• Suggested number of pages: 1 to 2
• Additional references: ESIP Guidebook (pages 4-10) and
SIP Instructional Video 1 (Preparatory Phase)
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter The chapter presents
presents accurate presents accurate accurate and updated
Clarity and
and updated school and updated school school and community
completeness of and community and community data data with clear discussion
discussion on data but the with clear discussion on its connection to the
School’s discussion on its on its connection to school’s current situation,
connection to the the school’s current highlighting alarming data
CURRENT
school's current situation. that need to be prioritized
SITUATION situation is not for improvement.
clear.
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents PIAs
Alignment and presents PIAs PIAs that are aligned to that are aligned to IOs
Relevance of based on the IOs based on based on situational
situational situational analysis; analysis; and uses the
PRIORITY
analysis, but are and uses the prescribed rubric; with
IMPROVEMENT not aligned to prescribed rubric. concise discussion on why
AREAS (PIAs) to IOs. such PIAs were selected.
Intermediate
Outcomes (IOs)
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents
presents “SMART” objectives “SMART” objectives that
Responsiveness
objectives that are that are responsive to are responsive to PIAs;
of the GENERAL not responsive to PIAs. and those applicable are
OBJECTIVES to PIAs. aligned with the Division
PIAs targets.
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents
presents general general objectives that general objectives that are
Feasibility of the
objectives but are broken down into broken down into realistic
TARGETS does not have annual targets and annual targets and aligned
annual targets. aligned with the with the proposed
proposed solutions. solutions.
 Chapter 2: ASSESS
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 2: The chapter The chapter presents The chapter presents the
presents the root the root causes with root causes with evidence
Utilization of
causes but there is evidence of the RCA of the RCA process, which
ROOT CAUSE no evidence of the process. were thoroughly
ANALYSIS RCA process. deliberated by the SPT;
(RCA) and with concise
discussion on why such
root causes were
identified.
 Chapter 2: ASSESS
Content Check:

• School’s Current Situation (brief discussion) with Initial List of

Improvement Areas (PIAs)
• List of PIAs (Annex 4)
• Annex 5 or Planning Worksheet - completely filled out with the
following information: priority improvement areas, general
objectives, targets, and root causes.

Notes:

• Suggested number of pages: 3-5

• Additional references: ESIP Guidebook (pages 11-21) and
SIP Instructional Video 2 (Assess Phase)
 Chapter 3: PLAN
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 3: The chapter The chapter presents The chapter presents
presents the major activities for each major activities for each
Appropriateness
major activities project that address the project that address
of the major for each project root cause/s; which are several root causes; which
activities in the but do not within the school's are within the school's
identified address the root control, economical, control, economical,
cause/s. sustainable, and with sustainable, and with
SOLUTION(s)
support and support and commitment
commitment from the from the process owners.
process owners.
 Chapter 3: PLAN
BELOW MEETS EXCEEDS
CHARACTERISTIC
EXPECTATION EXPECTATION EXPECTATION
Chapter 3: The AIP has The AIP has The AIP has complete
Comprehensiveness incomplete data complete data and data and information with
of the ANNUAL and information. information with activities supporting the
activities supporting attainment of the school
IMPLEMENTATION
the attainment of the objectives and is aligned
PLAN (AIP) school objectives. with the OPCRF.
 Chapter 3: PLAN

Content Check:

• List of Solutions
• Project Work Plan and Budget Matrix (Annex)
• Annual Implementation Plan Year 1 (Annex)

Note:

Additional references: ESIP Guidebook (pages 22-

26) and SIP Instructional Video 3 (Plan Phase)
 Chapter 4: ACT
CHARACTERISTI BELOW MEETS
EXCEEDS EXPECTATION
C EXPECTATION EXPECTATION
Chapter 4: The chapter The chapters presents The chapters presents a
presents a monitoring plan using monitoring plan using the
Completeness
incomplete the Project Monitoring PMRF with the following
of the monitoring plan. Report Form (PMRF) information; project name,
MONITORING with the following objectives and targets, and
PLAN information: project schedule of monitoring for
name, objectives and the year of implementation,
targets, and schedule of with reporting and feedback
monitoring for the year mechanism to stakeholders.
of implementation.
 Chapter 4: ACT

Content Check:

Project Monitoring Report Forms

Note:

Additional references: ESIP Guidebook (pages 27-

30) and SIP Instructional Video 4 (Act Phase)
 Certificate of Acceptance
Republic of the Philippines
Department of Education
Region ______
DIVISION ____________________
awards this

Certificate of Acceptance
to

(NAME OF SCHOOL)
for having successfully complied and met the requirements and standards
of the Department of Education as mandated by DepEd Order 44, s. 2015.

Given on the ______

SCHOOL EFFECTIVENESS day of __________________ 20____.
DIVISION
Bureau of Human Resource and Organizational Development
Schools Division Superintendent
 END OF ASSESSMENT

SCHOOL EFFECTIVENESS DIVISION

Bureau of Human Resource and Organizational Development