SCHOOL IMPROVEMENT PLAN

1
SCHOOL IMPROVEMENT PLAN

PHASE 1 - ASSESS

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 Objectives of Phase 1: Assess

 Identify and analyze PIAs;

 Set general objectives;
 Listen to the voice of the learners and other
stakeholders;
 Analyze school processes; and
 Determine the root cause/s of the PIAs.
 Activity
1.  Form 5 teams.
2. Each team will conduct a brainstorming session where each member
will be freely associating his understandings on SCHOOL MANAGEMENT,
OPERATIONS and SERVICE DELIVERY.
3. Each team must select a leader, a meeting moderator, and a recorder
who will capture the salient points taken in the session.
4. The brainstorming session will be guided by this Question

What are the perceived problems on SCHOOL

MANAGEMENT, OPERATIONS and SERVICE
DELIVERY in your respective schools that you regard to be
Priority Improvement Areas (PIA’s)?
After a 20 minute brainstorming session the team
should be able to report in plenary the outcome of
the session by highlighting the Identified common
PIA’s along SCHOOL MANAGEMENT, OPERATIONS and
SERVICE DELIVERY.
• Present outputs in the form of an elevator pitch.
SCHOOL IMPROVEMENT PLAN
Preparatory
Activities

Phase 1:
Assess

Phase 2:
Plan

Phase 3: Act
Step 2: Identify/Review Priority Improvement
Areas

Present and discuss the

2.1 information gathered during
the preparatory activities

2.2
Identify / Review Priority
Improvement Areas
 Activity 2.1: Present and discuss the information
gathered during the preparatory activities

KEY
SIP needs to be
Idea evidence-based

Initiate the discussion on Maximize your SRC

the status of the school by
presenting the SRC or a
summary of the SCDT.

Look into gaps with Division targets

(use Gap Analysis Template)
SIP is meant to bridge the gap
between the
current state of the school
and the
desired state as per DEDP
Annex 3: Gap Analysis Template
 Annex 3: Gap Analysis Template
B. SCHOOL PERFORMANCE
B2. CURRENTLY CONTRIBUTING

A. DIVISION B5. GROUPS THAT

B3. INHIBITING B4. PROJECTS
TARGETS B1. DATA NEEDED YES/ REQUIRE
EXPLANATION FACTORS IMPLEMENTED
NO ATTENTION

 
 Division Targets
B2. CURRENTLY
B. SCHOOL PERFORMANCE

A. DIVISION CONTRIBUTING B5. GROUPS

B1. DATA B3. INHIBITING
TARGETS B4. PROJECTS IMPLEMENTED THAT REQUIRE
NEEDED YES/ FACTORS
EXPLANATION ATTENTION
NO

Drop out
Rate is 0

Promotion
Rate: 91%

National
Achievement
Test (NAT)
Mean
Percentage
Score (MPS)
65
 Gap Analysis
B. SCHOOL PERFORMANCE
B2. CURRENTLY CONTRIBUTING

A. DIVISION
TARGETS B3. INHIBITING B4. PROJECTS B5. GROUPS THAT
B1. DATA NEEDED YES/
EXPLANATION FACTORS IMPLEMENTED REQUIRE ATTENTION
NO

High dropout
Drop out rate Overall rates due to
SY 2018-2019 dropout rates in the Adopt A 40 learners in
Drop – 1.5% No school over the following: Child Grades K to 3
out SY 2019-2020 last three years -financial   Program
Rate: – 1.3% have not been matters
SY 2020-2021 lower than -health
0.1%
– 1.4% 0.1% problems
-child labor
 Gap Analysis
B. SCHOOL PERFORMANCE
B2. CURRENTLY CONTRIBUTING

A. DIVISION
TARGETS B3. INHIBITING B4. PROJECTS B5. GROUPS THAT
B1. DATA NEEDED YES/
EXPLANATION FACTORS IMPLEMENTED REQUIRE ATTENTION
NO

SY 2020-2021 The overall

English results of the
Non Readers-37 reading
Literacy Frustration-45 inventory for SY Learners
Instructional-59
Absenteeism Project
Rate in Independent No 2020-2021 show PABASA belong to G 1
English 19 that English has Intermittent to 3
and 52% and Filipino conduct of  
SY 2020-2021 has 35% of the reading
Filipino Filipino learners belong activity
is 100% Non Readers-23
to non readers
Frustration-33
Instructional-56 and frustration
Independent
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 Gap Analysis
B. SCHOOL PERFORMANCE
B2. CURRENTLY CONTRIBUTING

A. DIVISION
TARGETS B3. INHIBITING B4. PROJECTS B5. GROUPS THAT
B1. DATA NEEDED YES/
EXPLANATION FACTORS IMPLEMENTED REQUIRE ATTENTION
NO

MPS for the last

three years
(2018-2021) Textbook Ratio
For the last three
Mean English
56.32
school years, the
Percentag
MPSs of English, MPSs of Grade
e Score 54.34 Grade 3
School 65.56 No Math and 3 in English is
Science are 41.4 learners
across Math None 
Learning 51.31 below 75% in all Math is 40.45
Areas is 52.23 grade levels Science is 41.1
75% 62.36
Science
51.31
52.23
52.36
 Activity 2.1: Present and discuss the information
gathered during the preparatory activities

ASK YOUR SPT:

1. What surfaced as the most pressing need/problem?
2. What trends surfaced from your data?
3. Did your school improve? Stagnate? Worsen?
4. What did you find alarming from the data?
5. What needs the most improvement?
 Activity 2.1: Present and discuss the information
gathered during the preparatory activities

1. Write down results of the

discussion to come up with
an initial list of
improvement areas. Use metacards so
2. Group related or similar it’s easy to group
the problems
problems. together.
 Activity 2.1: Present and discuss the information
gathered during the preparatory activities

OUTPUT CHECK:
 Documentation of the discussion
 Initial list of improvement areas
 Gap Analysis Template (Annex 3)
 For Year 2 and Year 3
BEGIN WITH THIS STEP.

Present the data collected from

monitoring the progress of prior AIP
(SRC/Monitoring forms)
to the SPT

1. You may use the Gap Analysis Template (Annex 3) and

the guide questions again.
2. Review the list of improvement areas in the SIP.
 Remember
Don’t miss a step.
The output of a step is your input to the next
step.
Activity 2.2. Identify / Review
Priority Improvement Areas

Present and discuss the

2.1 information gathered during
the preparatory activities

2.2
Identify / Review Priority
Improvement Areas
 Activity 2.2: Identify / Review the Priority
Improvement Areas

 There is no limit to the

number of PIAs.
 It is important that the
“PIAs are the most pressing
needs or problems within SPT makes a priority
and outside of the school list of PIAs.
that surfaced from your
 PIAs have varying
school and learners’ data.”
difficulties.
 Prioritization Rubric
CRITERIA DESCRIPTION SCALE

Strategic The number of other improvement areas

that will benefit when the improvement
Importance area is addressed.

5 – Very high
The urgency or need to improve the area 4 – High
Urgency as soon as possible.
3 – Moderate
2 – Low
The number of learners that will benefit
Magnitude when the improvement area is 1 – Very low
addressed.

The degree to which the improvement

Feasibility area is within the school’s mandate and
control.
 Sample Rubrics
Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

High dropout
2 5 3 3 3.25 Moderate Priority
rate

Low promotion
1 5 5 4 3.75 High Priority
rate

Low English
3 5 5 5 4.5 Very High Priority
literacy

Flooding 4 5 3 2 3.5 High Priority

 High Dropout
Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

High dropout Moderate

2 5 3 3 3.25
rate Priority

• Strategic importance –can benefit promotion rates

• Urgency – dropout considerably affects learners; and, over three School Years, dropout
rates have not improved (Annex 1A – 4.2)
• Magnitude – affects around 4.25% of all learners (Annex 1A – 4.2)
• Feasibility – there are factors that can be controlled (e.g., monitoring attendance, home
visits), but there are also factors outside of the school’s control (e.g., learners’ financial
situation)
 Low Promotion

Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

Low promotion
1 5 5 4 3.75 High Priority
rate

• Strategic importance – no benefit to other identified priority improvement areas

• Urgency – not being promoted considerably affects learners; and, over three School Years,
promotion rates have barely improved (Annex 1A – 5.2)
• Magnitude – affects 18.67% of all learners (Annex 1A – 5.2)
• Feasibility – there are factors that can be controlled (e.g., formative assessment), but there
are also factors outside of the school’s control (e.g., conditions at home)
 Low Literacy
Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

Low English
3 5 5 5 4.5 Very High Priority
literacy

• Strategic importance – can benefit dropout rates and promotion rates

• Urgency – learners are struggling even with the most basic concepts: a lot of learners are
still at frustration levels (see Annex 1A – 7.1)
• Magnitude – only a few learners are at independent levels (see Annex 1A – 7.1) and NAT
MPS for English is low (see Annex 1A – 6.1)
• Feasibility – school has several means to improve literacy (e.g., improving the learning
experience in the classroom, tutoring, remedial)
 Flooding

Improvement Strategic
Urgency Magnitude Feasibility Average Interpretation
Areas Importance

Flooding 4 5 3 2 3.5 High Priority

• Strategic importance – can benefit dropout rates, promotion rates, and low literacy
• Urgency – needs to be addressed immediately before rainy season starts
• Magnitude – affects learners who have to pass through flood-prone roads just outside the
school
• Feasibility – school can only mitigate flooding, and only within its immediate vicinity
Annex 5: Planning Worksheet
 Activity 2.2: Identify / Review PIAs

OUTPUT CHECK:

 PIA Template (Annex 4)

 First column of the Planning Worksheet (Annex 5)
 For Year 2 and Year 3

In cases where the PIA has already

Review the PIAs listed in the been addressed, choose another PIA
Planning Worksheet to take on from the ones you have
identified.

You may use again the PIA

template to check these PIAs
Q&A

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 Rate your knowledge about the concepts using the
following Vocabulary Knowledge Scale:

1- I haven’t heard of the term before

2- I have seen this term before, Objectives
but I don’t know
what it means
SMART
3- I have seen this word/phrase before. I
think it means…
4- I know the term. It means… Incremental Targets
5- I know this term very well.
I can talk clear & concise
about what it means extensively.
Step 3. Analyze the Priority Improvement Areas

3.1 Set general objectives

3.2 Organize the project teams

3.3 Listen to the voice of the learners and other stakeholders

3.4 Analyze the school process

Select area of focus

3.5

3.6 Do root cause analysis

3.7 Present the root cause to the SPT

 Activity 3.1: Set General Objectives
Example:
To improve Math scores of Grade 3
students by 20% at the end of 3 years.
For Year 1: Math scores of Grade 3
students improved by 10%
 Formulate measurable For Year 2: Math scores of Grade 3
objectives for a three students improved by 15% from year 1
scores
year plan
For Year 3: Math scores of Grade 3
students improved by 20% from year 1
scores
 Set incremental
targets for PIAs that *Note: to be able to reach this,
interventions should also be done in
extend more than a Grades 1 and 2
year
 Activity 3.1: Set General Objectives
Example:
To improve Math scores of Grade 3 students by 20% at the end of 3
years.
For Year 1: Math scores of Grade 3 students improved by 10%
For Year 2: Math scores of Grade 3 students improved by 15% from year
1 scores
For Year 3: Math scores of Grade 3 students improvedby 20% from year
1 scores
*Note: to be able to reach this, interventions should also be done in Grades 1 and 2
 Developing Objectives Statements
What is it
What do you “To do” on
about the PIA What “to Time
PIA want to what? (a.k.a. Objective BL T
that made it do”? Period
happen? Indicator)
an IA?

Our school’s We want

Drop dropout our school’s In 3
out rate is dropout years
significantly rate to To 4% 1%
To The or by
higher at reduce reduce
reduce dropout 2019
4% versus from 4% to the
our rate
our dropout
Division’s Division’s rate
standard standard
level level of 1%
 Developing Objectives Statements

S M A R T
SPECIFI MEASURABLE ATTAINABLE REALISTIC TIME-BOUND
C
What do you How will you Is it in your Can you When exactly
want to do know when power to realistically do you want
specifically? you’ve reach accomplish it? achieve it? to accomplish
it? it?
 For Year 2 and Year 3

Using your SRC and other monitoring reports,

revisit your SIP Objectives

Check and update these objectives accordingly

 General Objective

Verb Indicator
To increase the MPS in English from a
range of 49.88 to 53.96 to 75 in 3 years
Baseline Target Time Period
Let’s Set the
Objectives
 1. Using low English proficiency as the PIA, set your
objectives by filling out the template. (10 minutes)

What is it
What do you “To do” on
about the PIA What “to Time
PIA want to what? (a.k.a. Objective BL T
that made it do”? Period
happen? Indicator)
an IA?

Low
English
profi-
ciency
1. Transfer your objective statement to the 2 nd
column of the Planning Worksheet. (3 minutes)

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 OUTPUT CHECK:

Accomplished Second Column of the

Planning Worksheet (Annex 5)
Step 3. Analyze the Priority Improvement Areas
Set general objectives
3.1

3.2 Organize the project teams

3.3 Listen to the voice of the learners and other stakeholders

3.4 Analyze the school process

Select area of focus

3.5

3.6 Do root cause analysis

3.7 Present the root cause to the SPT

 Activity 3.2: Organize Project Teams
Project Member Roles Responsibilities

     

     

     

     

 The members of the Project Team may be drawn from the community,
teachers, and learners with at least one member coming from the SPT.

 For PIAs related to the teaching-learning process, organize the Project

Team from members of the LACs.
 Activity 3.2: Organize Project Teams

Schools may use the IPCRF to determine project team members and to
encourage teachers to join project teams.

Project Team discusses PIA and the possible factors

affecting the PIAs.
 Activity 3.2: Organize Project Teams

1. For PIAs that last more than a year, utilize the

same Project Team.
2. Check the performance of the Project Team.
3. Change membership if necessary.
 Activity 3.2: Organize Project Teams

OUTPUT CHECK:
 Project team member list with roles and
responsibilities or Team Charter

 List of possible factors affecting your assigned PIA

Step 3. Analyze the Priority Improvement Areas
3.1 Set general objectives

3.2 Organize the project teams

3.3 Listen to the voice of the learners and other

stakeholders

3.4 Analyze the school process

Select area of focus

3.5
3.6 Do root cause analysis

3.7 Present the root cause to the SPT

Activity 3.3: Listen to the voice of learners
and other stakeholders

 This is one of the most crucial

steps in the SIP process.

 Project Team should talk to the

learners and stakeholders who are
relevant to your assigned PIAs
Activity 3.3: Listen to the voice of learners
and other stakeholders
 ‘Listening’ can be done through
one-on-one or dyads/triads
interviews, surveys, or Focus
Group Discussions (FGD) with
learners, parents, and other
stakeholders.
 Home visits might be necessary.
 This step is also a good opportunity
to ask the learners or stakeholders
on how they were helped by your
school
 Activity 3.3: Listen to the voice of learners
and other stakeholders
 Questions on FGDs should
focus on the 'how'.

 It's not a one-shot activity;

continuously listen to the voice
of the learners.

 While SIP is a
process/methodological,
listening to the voice of the
learners can happen at any
time.
 For Year 2 and Year 3

Listening to the voice of the learners and other

stakeholders should not be skipped in the following
years because the context, needs, and views of
learners and stakeholders might have changed.
 Activity 3.3: Listen to the voice of learners
and other stakeholders

OUTPUT CHECK:

Documentation from FGDs, interviews, or

home visits
Step 3. Analyze the Priority Improvement Areas
3.1 Set general objectives
3.2 Organize the project teams

3.3 Listen to the voice of the learners and other stakeholders

3.4 Analyze the school process

Select area of focus
3.5

3.6 Do root cause analysis

3.7 Present the root cause to the SPT

 Conventions in Process Mapping
 Process PROCESS
◦ Represents action or set of actions
 Control Flow
◦ Shows sequence of execution
 Start START
◦ The beginning of a set of actions
 End END
◦ Stops all flows in an activity
 Decision Node

 Waiting

58
Activity 3.4: Analyze school process

1. A process is a set of activities that are arranged

together in order to deliver a product or a
service
2. A process must also be simple enough to be
repeatable and replicable.
3. The Project Team should map out the processes
involved in the assigned PIA through the use of
a flowchart or what is currently happening in
each step of the process and NOT what the
process should be.

This step is to understand why

and where the needs and
problem exist
 Process Guidelines
1. To identify the missing elements of the process
(including decision points)
2. To validate the elements conceived during
Brainstorm brainstorming

To check for missing elements of

the process and more importantly,
to validate the elements
Conduct interviews identified during brainstorming
and interviews

Directly observe the process

 Sample Process Map
Answering the
START Distributing the
Preparing the test test (test
test papers
proper)

Analyzing
Checking the test Recording the test
papers scores performance END
on items

MATH PERIODICAL TEST PROCESS

61
 Activity 3.4: Analyze the school process

Storm clouds are  DO DIRECT OBSERVATIONS.

problems arising in When you do direct observations,
specific activities in you will notice problems arising
the identified process
in specific activities in the current
process - ‘storm clouds’

 Storm clouds help you locate

where the issues reside and are
specific, measurable, and
observable.
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 Sample Process Map w/ Storm Clouds
(Math Periodical Test Process)
Eight students were
Two answer
talking to their
sheets were
seatmates
missing

Answering the test

Preparing the Distributing the
START papers
test test papers
(test proper)

Checking the Recording the Analyzing

END
test papers test scores performance on items

10/30 students’ papers Only 2/30 students

had items that were correctly answered
erroneously checked the difficult items

63
Exercise:

Analyze the School

Process
 Instructions

1. Using the sample transcript, determine if the

PIA is valid.
2. Identify relevant school processes that have to
be improved. (10 minutes)

PIA: Low English Proficiency

65
 INTERVIEW WITH LEARNER
Project team (PT): Kamusta ang
Learner (L): Maayos naman po.
grades mo sa school? 
PT: Ah, mabuti ‘yan! Hindi ka L: Nahihirapan din po.
nahihirapan sa lessons mo?
PT: Sa anong subject ka nahirapan. L: Sa English po.
PT: Saan ka nahihirapan sa English?
PT: Anong lesson ka nahihirapan? L: Hindi ko po naiintindihan ang
lesson.
PT: Nagagawa mo naman i- L: Marami po. Marami kasi pinapa-
memorize? memorize si teacher.
PT: Tinutulungan ka ni teacher kapag L: ‘Yung iba po. Nakakapagod po kasi
hindi mo na magawa? magbasa.
L: Sinasabi lang po niya na basahin ko
pa.
 Instructions

3. Based on the sample observation report, map

out the teaching-learning process. (10 minutes)
Remember to follow the conventions of process
mapping.
4. Identify storm clouds in the process.
(5 minutes)

67
Workshop
Presentation of
Output
 Takes more than 10
32% of students (22 out
minutes for students to Takes less than
of 68) doodle on their
settle down per class 30 seconds per
notebooks per day
class

Conduct Recap Discuss

START Classroom previous initial part of
management lesson current lesson

Summative Discuss next Conduct

END current current part of formative
lesson the lesson assessment

79% of students (54 53% of students (36

Takes less than 30 out of 68) talk to their
seconds per class out of 68 answer
Incorrectly during seatmates per day
recitation per day

70
 For Year 2 and Year 3

Review the school processes you have improved and

analyze school processes of new PIAs

71
 For Year 2 and Year 3

OUTPUT CHECK:

 Flowchart of the school processes relevant to each PIA

 Documentation of interviews or observations

72
Step 3. Analyze the Priority Improvement Areas
3.1 Set general objectives
3.2 Organize the project teams

3.3 Listen to the voice of the learners and other stakeholders

3.4 Analyze the school process

3.5 Select area of focus

3.6 Do root cause analysis

3.7 Present the root cause to the SPT

 Activity 3.5: Select Area of Focus

Focusing on a problem allows you

to deal with fewer issues which
you can deeply analyze.

Analyze your school Improvements in your area of

context and see which focus may contribute in
area to prioritize. addressing the bigger issues in
school
 Activity 3.5: Select Area of Focus

In choosing an area of focus,

consider the most strategic
storm cloud that will affect
your PIA.

Focus on a storm cloud where

most of the other storm clouds are
linked.

75
 Teaching-Learning
Takes more than 10
Takes less than 32% of students (22 out
minutes for students to
30 seconds per of 68) doodle on their
settle down per class
class notebooks per day

Conduct Recap Discuss

START classroom previous initial part of
management lesson current lesson

Summative Discuss next Conduct

END current current part of formative
lesson the lesson assessment

79% of students (54 53% of students (36

Takes less than 30
out of 68 answer out of 68) talk to their
Seconds per class
Incorrectly during seatmates per day
recitation per day

76
 Activity 3.5: Select Area of Focus
Having identified your area of
focus from the storm clouds,
formulate it into a problem
statement.
 What is the magnitude of the
54 out of 68 Grade 3 problem?
students incorrectly  How often is it happening?
 Where is it happening?
answered during  When does it happen?
recitation.

77
 For Year 2 and Year 3

Identify also the storm clouds of the

processes mapped out.

78
 Activity 3.5: Select Area of Focus

Output Check:
Problem statement based on your area of foucs

79
 In 2 minutes,
find out the
root cause of your
partner’s response

Person A to Person B:
“What is your favorite TV show?”
 In 2 minutes,
find out the
root cause of your
partner’s response

Person B to Person A:
“Who was your childhood crush?”
Step 3. Analyze the Priority Improvement Areas
3.1 Set general objectives
3.2 Organize the project teams

3.3 Listen to the voice of the learners and other stakeholders

3.4 Analyze the school process

3.5 Select area of focus

3.6 Do root cause analysis

3.7 Present the root cause to the SPT
 Activity 3.6: Do Root Cause Analysis

“The weed”
• Symptoms of the
problem.
• Above the surface
The root cause is (obvious)
the deepest
underlying cause “The root”
• Underlying causes.
of the problems • Below the surface
within any (not obvious)
process

84
 Activity 3.6: Do Root Cause Analysis

 Root cause is not the

solution.
 Finding the root cause
is necessary in
identifying the key
strategic solution.
“For every effect, there is a root cause. Find
and address the root cause rather than try to
fix the effect, as there is no end to the latter.”

85
 Activity 3.6 Do root cause analysis

Root Cause Analysis is a structured and

thorough review of the problem designed to
identify and verify what is causing the
problem.

Performing Root Cause Analysis

requires transparency and no
predetermined assumptions.

The root cause needs to be validated

by data from observations and
interviews.
86
 Root Cause Analysis Overview
Steps What you will need Tools Output
1. Synthesize  School and Community Any of the A diagram
identified Data following: showing the
possible root  Flowchart of the school  Fishbone possible root
processes relevant to each Diagram cause for
causes
PIA  Why-why each PIA
 Documentation form Diagram
FGDs, interviews or  Problem Tree
home visits
1. Direct Cause – a cause that directly affects an event or
condition. Example: fever causes absenteeism

2. Indirect Cause –a cause that affects the direct cause

which by itself is not sufficient to affect the event or
condition.
Example: Poverty contributes to high malnutrition.
Activity 3.6: Do Root Cause Analysis
Approach 1: Fishbone Diagram

88
Activity 3.6: Do Root Cause Analysis
Approach 2: Why-Why Diagram

89
Activity 3.6: Do Root Cause Analysis

Approach 3: Problem Tree

90
 Root Cause Analysis Overview
Steps This is done What
TALLYING. youthe
by counting will need of occurrenceTools
frequency of a root Output
cause. √ CHECKLIST
1. Synthesize  School and Community If yof the
Any A diagram
 Is the root cause withinData our
following: showing the
identified
TRIANGULATION. We take advantage of different y o
sources
u of a n
data
s
to support validity of
your
possible control?
root
the root
 Flowchart of the school  Fishbone
s
causes, if three or more data sources identify the causehoulas w
direct,e possible
r iscause for
then we have
root
 confidence
Does the root causeprocesses
cutis therelevant to each Diagram
causes that this cause p
possible cause of the area
r of focus. dp y esPIA
across different PIAs?PIA  i o
Why-whyri r o b each ,

 Does solving the root Documentation form
r t ize a b ly
FGDs, interviews or o
Diagram
ot c Tree his t
cause result in  Problem au s
school – wide
home visits
.e
improvement?
2. Prioritize
 Do you have enough Step 1 Output Prioritization List of priority
root
 causes Rubrics root causes for
resources to address
 the root cause? each Area of
 Is there sufficient time to Focus
think about the solution
of the root cause?
Tips in identifying the root cause

Temporal precedence: The root cause always

happens before the effect.

Association and correlation: Everytime the

root cause happens the effect follows.

Necessity: The effect or related effects would

not happen if not for the root cause.

Relevance of other causes: Other explanatory

causes are not plausible.

92
 For Year 2 and Year 3

The PT undertakes a root cause analysis for the

problems identified for Year 2 and Year 3.
Activity 3.6: Do Root Cause Analysis

Finding the Root Cause

 Instructions
1. From our common process map, focus on this
storm cloud: “79% of students (54 out of 68)
answer incorrectly during recitation per day.”
2. Review the problem statement.
3. Find the root cause of the stated problem. (15
minutes)
4. You may use any of the tools described earlier:
Fishbone approach, Why-why Diagram, Problem
Tree.

95
Activity 3.6: Do Root Cause Analysis

Finding the Root Cause

 Review of Problem Statement

79% of grade 3 students (54 out of 68)

answered incorrectly during recitation in their
English classes
Activity 3.6: Do Root Cause Analysis
 Activity 3.6: Do Root Cause Analysis

OUTPUT CHECK:

Diagrams showing the root cause

Step 3. Analyze the Priority Improvement Areas
3.1 Set general objectives
3.2 Organize the project teams

3.3 Listen to the voice of the learners and other stakeholders

3.4
Analyze the school process

Select area of focus

3.5

3.6 Do root cause analysis

3.7 Present the root cause to the SPT

 Activity 3.7 Present the root cause to the SPT

The Project Team will present the

following to the SPT:

• Results of your FGDs, interviews with the learners, and

stakeholders

• School Process Flowchart with storm clouds

• Area of focus (focused problem

statement)

101
 Activity 3.7: Present the root cause to the SPT

OUTPUT CHECK:
Presentation (in powerpoint or hard copy) of the
root cause, with the supporting data, process
flowchart, and area of focus

102
Q&A

103
SCHOOL IMPROVEMENT PLAN
Preparatory
Activities

Phase 1:
Assess

Phase 2:
Plan

Phase 3: Act
Identify / Review Priority Improvement Areas

2.1 Present and discuss the information gathered

during the preparatory activities

2.2 Identify / Review PIAs

 Analyze the Priority Improvement Areas

3.1 Set general objectives

3.2 Organize the project teams

3.3 Listen to the voice of the learners and other stakeholders

3.4
Analyze the school process

Select area of focus

3.5

3.6 Do root cause analysis

3.7 Present the root cause to the SPT

 Instructions:
 Individual Work:

1. Take time to individually work on a Planning Worksheet

for ACCESS, QUALITY and GOVERNANCE.
2. Think of your school in terms of the DepEd
Intermediate Outcomes indicated in the worksheet.
3. State in it the PIA’s and the General Objectives that you
want to focus on.
4. 1 Participant each for ACCESS, QUALITY, and
GOVERNANCE will present their output in plenary.

| School Heads’ Development Program: FOUNDATIONAL COURSE | MODULE 2

Dios mabalos po!