SIPs are meant to bridge the
gap between the
current state of the school
and the
desired state as per DEDP
2
THE SIP CYCLE
The SCHOOL - COMMUNITY
PLANNING TEAM
Annex 3: Gap Analysis Template
Revisit the Gap Analysis
5
Gap
Gap Analysis
Analysis
B. SCHOOL PERFORMANCE
B2. CURRENTLY CONTRIBUTING
B5. GROUPS
A. DIVISION
B3. INHIBITING B4. PROJECTS THAT
TARGETS B1. DATA NEEDED YES/
EXPLANATION FACTORS IMPLEMENTED REQUIRE
NO
ATTENTION
1. School dropout High dropout rates due
Overall dropout rates in
rates over the to the following:
Dropout Rate: school over the last three Disadvantage
previous three years No - financial matters
0.1% years have not been lower d students
2. Reasons for - health problems
than 4%.
dropping out - disasters
Younger
Overall promotion rates
School promotion Inhibiting factors still learners,
Promotion over the last three years
rates over the No undetermined from particularly
Rate: 91% have been around 10%
previous three years available data. those from
less than the target.
Grade 1.
National
MPS for Filipino, Math,
Achievement 1. MPS for English Younger
Science, and Hekasi are
Test (NAT) 2. MPS for Filipino MPS for English ranges learners,
greater than 65 for
Mean 3. MPS for Math Yes from 49.88 to 53.96 for particularly
Grades 3, 6, 8, and 10.
Percentage 4. MPS for Science grades 3, 6, 8, and 10. those from
Overall MPS is at least
Score (MPS): 5. MPS for HEKASI Grade 3.
65.5 for each grade level.
65
DepEd’s Thematic Areas of Performance Outcomes
DepEd’s Thematic Areas of Performance Outcomes
DepEd’s Thematic Areas of Performance Outcomes
DepEd’s Thematic Areas of Performance Outcomes
DepEd’s Thematic Areas of Performance Outcomes
DepEd’s Thematic Areas of Performance Outcomes
DepEd’s Thematic Areas of Performance Outcomes
The PARETO PRINCIPLE
by Vilfredo Pareto
Also known as the 80:20 Rule
vital FEW, trivial MANY
The Pareto Principle focuses problem-solving
efforts on the most important issues first.
A great majority of problems (80%) are produced
by a few key causes (20%).
If these few key causes are corrected, then we will
have a greater probability of success.
The PARETO PRINCIPLE
SY 2019-2020 School MPS - Mathematics
PARETO ANALYSIS SCHOOLS MPS TOTAL %
CUMULATIVE
PERCENTAGE
Grade 9B 32.3 3.28% 3.28%
If you are to improve
Significant few
Grade 7A 38.55 3.92% 7.20%
the School’s MPS of
Mathematics, on Grade 9D 42.15 4.28% 11.48%
quality, which grade Grade 8D 45.65 4.64% 16.12%
level/section will you Grade 10A 47.55 4.83% 20.96%
prioritize? Grade 10B 54.62 5.55% 26.51%
Grade 7C 56.42 5.73% 32.24%
Grade 9A 59.21 6.02% 38.26%
SCHOOL MPS - MATH
Grade 8A 65.24 6.63% 44.89%
Trivial Many
100
80
Grade 10C 65.62 6.67% 51.56%
60
40 Grade 8C 67.26 6.84% 58.39%
20
Grade 7D 74.35 7.56% 65.95%
0
d
9B 7A 9D 8D 0A 0B 7C 9A 8A 0C 8C 7D 7B 9C 0D 8B
e de de de e 1 e 1 de de de e 1 de de de de e 1 de Grade 7B 78.45 7.97% 73.92%
a a a a d d ra a a d ra a a ra d a
Gr Gr Gr Gr Gra Gra G Gr Gr Gra G Gr Gr G Gra Gr
Grade 9C 83.65 8.50% 82.42%
MPS CUMULATIVE PERCENTAGE Grade 10D 85.36 8.67% 91.09%
Grade 8B 87.63 8.91% 100.00%
100.00%
PARETO ANALYSIS DISTRICT MPS IN MATHEMATICS - JHS
SY 2019-2020
CUMULATIVE
If you are to improve SCHOOLS MPS TOTAL % PERCENTAGE
Significant few
the District’s MPS in School 16 32.3 3.39% 3.39%
Mathematics, on School 15 38.55 4.04% 7.43%
quality, which schools School 14 42.15 4.42% 11.85%
Significant few
will you prioritize? School 13 45.65 4.79% 16.63%
School 12 47.55 4.98% 21.62%
School 11 54.62 5.73% 27.34%
DISTRICT MPS - MATHEMATICS School 10 56.42 5.91% 33.26%
90
80 School 9 59.21 6.21% 39.46%
Trivial Many
Trivial Many
70
60 School 8 65.24 6.84% 46.30%
50
40
School 7 65.62 6.88% 53.18%
30 School 6 67.26 7.05% 60.23%
20
10 School 3 73.65 7.72% 67.95%
0
16 15 14 13 12 11 10 l 9 l 8 l 7 l 6 l 3 l 5 l 2 l 1 l 4 School 5 74.35 7.79% 75.75%
ool ool ool ool ool ool ool hoo hoo hoo hoo hoo hoo hoo hoo hoo
h h h h h
Sc S c Sc Sc Sc Sc Sc
h h S c Sc Sc Sc Sc Sc Sc Sc S c
School 2 75.36 7.90% 83.65%
MPS CUMULATIVE PERCENTAGE School 1 77.56 8.13% 91.78%
School 4 78.45 8.22% 100.00%
100.00%
PARETO ANALYSIS DISTRICT MPS IN MATHEMATICS - JHS
SY 2019-2020
SCHOOLS MPS TOTAL % CUMULATIVE
If you are to improve the PERCENTAGE
Division’s MPS in Mathematics, Diistrict 1 32.3 3.18% 3.18%
on quality, which District 2 38.55 3.79% 6.97%
District/schools will you District 5 42.15 4.15% 11.12%
prioritize? District 16 Significant few
42.34 4.17% 15.29%
District 9 54.62 5.38% 20.66%
District 8 55.45 5.46% 26.12%
District10 59.21 5.83% 31.95%
DISTRICT MPS - MATHEMATICS District 3 65.24 6.42% 38.37%
100
District 13 67.26 6.62% 44.99%
Trivial Many
90
80
70
District 4 73.65 7.25% 52.23%
60
50
District 12 74.35 7.32% 59.55%
40 District 15 78.23 7.70% 67.25%
30
20 District 7 79 7.77% 75.03%
10
0 District 6 82 8.07% 83.10%
t1 t2 t5 16 t 9 t 8 t10 t3 13 t 4 12 15 t 7 t 6 14 11
tric tric tric rict tric tric tric tric rict tric rict rict tric tric rict rict District 14 83.45 8.21% 91.31%
is Dis Dis ist Di
s
Di
s s s
Di Dis
t s t
Di Dis Dis
t
Di
s s t
Di Dis Dis
t
Di D Di
District 11 88.32 8.69% 100.00%
MPS CUMULATIVE PERCENTAGE
100.00%
PICK FIVE LETTERS FROM THE JUMBLED
LETTERS BELOW
TO FIND
THE MAGIC WORD:
FAISVSEELSESTMTEEN
RTS
ASSESSMEN
FIVE LETTERS
T
SWOT ANALYSIS
EXTERNAL
ASSESSMENT
District/school with
I N G O Municipal/ City
Gov’t Officials from
Liberal Party
District/school with
the highest Special
Education Fund
(SEF)
District/school with
active Municipal
Federated PTA
officers
District/school with
Resorts and
Recreation
Place/Centers
District/school with
visible ACT teacher-
members
(majority)
P L A N
District/school with
bigger number of District/school Has school/s with District/school District/school with
private than public known for Turumba more than 5,000 known for hot nearest College/s
schools Festival enrolees springs and resorts and University/s
District/school with
District/school District/school with the highest number District/school with District/school with
where City Savings is Cable Service of ALS enrolees SY banking services of active School
located Provider/s 2019-2020 PNB and Land Bank Governing Councils
District/school
District/school with District/school with known for Barong
District/school with District/school with
existing Radio Southville ES and Tagalog
Tech-Voc Schools Schools with CCTV
Station NHS
District /school with District/school with
District/school District/school with
Mayor who belongs District/school schools utilized as
B
known for CBK school/s specializing
to the minority known for Buko Pie typhoon evacuation
Technology Agri-Fishery Arts
group (political) center
External Environment Assessment
Macro
Environment
Market
Industry, Analysis
Sector and
Area Micro
Analysis
Market
Analysis
DepEd’s key strategic directions
Pillars in gathering and analyzing
information:
Improving
Improving
Access Equity
Improving Improving
Quality Resiliency and
Wellness
How will we utilize these
opportunities to
counteract the threats?
OPPORTUNITIES
vs.
THREATS
Assess Macro environment
using SPEET Technique
TECHNO-
SOCIAL POLITICAL ECONOMIC ECOLOGICAL
LOGICAL
FACTORS FACTORS FACTORS FACTORS
FACTORS
S P E E T
Identify how five factors affect the K to 12, access, quality,
governance and partnerships.
SIGNIFICANT FINDINGS EXTERNAL ASSESSMENT
LEVEL 1 – MACRO ENVIRONMENT Form 1
ANALYSIS
DATA OPPORTUNITIES THREATS
SOCIAL FACTOR: Barangay officials may Migration to other locality;
20 education-related initiate means to transfer to other school
cases for 2019-2020 prevent such cases.
POLITICAL FACTOR:
Decisions favour to the Less priority for non-
The elected mayor belongs school heads affiliated to
ECONOMIC affiliated principal
to the rulingFACTOR:
political party. the ruling party
Potential partners for Industries will demand
There are 50FACTOR:
ECOLOGICAL industries K+12 immersion program quality service and results.
in the locality.
Can support the district in
information dissemination and Dependent on the LGU
TECHNOLOGICAL FACTOR:
There is a functional trainings for school DRRM DRRM response
DRRM in the LGU. activities
Students could easily access Cyber-bullying; internet-
There are 50 internet shops data and information from dependent workplace
within the school vicinity. the net.
SIGNIFICANT FINDINGS EXTERNAL ASSESSMENT
Form 2
LEVEL 2 – INDUSTRY, SECTOR and
AREA ANALYSIS
DATA OPPORTUNITIES THREATS
A. EDUCATION INDUSTRY (Basic Education, TechVoc, Higher
Education, Professional Education)
Population in public Some private schools did not
There are 67 private schools
schools will be comply with the Government
catering Basic Education
decongested permit.
B. STUDENT SECTOR
40 out of 100 students walk Could be a subject for action • Candidate for SARDO
daily for 7 kms. to reach the research/ case study
school.
C. UNIT AREA OF RESPONSIBILITY
7 public secondary schools have More skilled SHS SUCs/ tertiary may
MOA with 7 SUCs/ Tertiary schools demand favor from
graduates
on the use of their facilities. public schools (MOA)
SIGNIFICANT FINDINGS EXTERNAL ASSESSMENT
Form 3
LEVEL 3 – MARKET ANALYSIS
DATA OPPORTUNITIES THREATS
A. TAXPAYERS (Individual Taxpayers)
80% of the population are More investment; more Taxpayers will demand for
projects; more financial aids better service from
religiously paying taxes.
B. PARENTS (Parents of children studying in privateeducation
school)sector.
20% of the children population are Over-crowded school
studying in private schools. Higher trust rating to population due to more
C. DONORS public schools enrollees.
There are 120 organizations/ More tax-exemptions due
D. BUSINESS (Business More donations and
Institution) to Adopt-A school
stakeholders who have been tapped for
partnership. resources Partnership/Program
There are 180 identified business
More partnership, donations More tax-exemptions due
establishments within the locality. to Adopt-A school
and resources
Partnership/Program
SIGNIFICANT FINDINGS EXTERNAL ASSESSMENT
Form 4
LEVEL 3 – MICRO MARKET
ANALYSIS
DATA OPPORTUNITIES THREATS
A. JOB MARKET (Employability, salary, blue/white collar job, skills)
80% of the HS graduates are Economic profit; Less number of
professionals
B. employed.
STUDENT MARKET (Enrolment, more taxes; more SEF
student profile)
Quality of education may be
Higher opportunities to
100% of promotion rate
C. RESOURCES MARKET (Data
finishon SEF or
higher other resources)
education
affected to possible mass
promotion
limited allocation of SEF efficient consumption of Other projects may not
(P50,000.00) to schools limited resources be realized
DATA OPPORTUNITIES THREATS
20 education-related Barangay officials may initiate Migration to other
cases for 2014-15 means to prevent such case. locality; transfer to other
school
The elected mayor Decisions favour to the school Less priority for non-
belongs to the ruling heads affiliated to the ruling affiliated principal
political party. party
There are 50 industries Potential partners for K+12 Industries will demand
in the locality. immersion program quality service and results.
There is a functional Can support the district in Dependent on the LGU
DRRM in the LGU. information dissemination and DRRM response
trainings for school DRRM
activities
There are 50 internet shops Students could easily access data and Cyber-bullying; internet-
with in the school vicinity. information from the net. dependent workplace
There are 67 private Population in public schools Some private schools did not
schools catering will be decongested comply with the Government
Basis Education permit.
80% of the population More investment; more projects; Taxpayers will demand for
are religiously paying more financial aids better service from
taxes. education sector.
20% of the children Higher trust rating to public Over-crowded school
population are studying in schools population due to more
private schools. enrollees.
There are 120 More donations and More tax-exemptions due to
organizations/ stakeholders resources Adopt-A school
who have been tapped for Partnership/Program
partnership.
There are 180 identified More partnership, donations More tax-exemptions due to
business establishments and resources Adopt-A school
within the locality. Partnership/Program
80% of the HS graduates are Economic profit; Less number of professionals
employed. more taxes; more SEF
98% promotion rate Higher opportunities to finish Quality of education may be
higher education affected due to possible
mass promotion
limited allocation of SEF efficient consumption of Other projects may not be
(P50,000.00) to schools limited resources realized
HOW’S YOUR DISTRICT
EXTERNAL ASSESSMENT?
WHAT WILL BE ITS
IMPLICATION TO YOUR
DISTRICT?
IN PLANNING,
ESTIMATION IS NOT
A VIRTUE.
THE DATA
AS A RESULT OF
ASSESSMENT
IS A PRIMARY TOOL
TO FORMULATE
STRATEGIES.
SWOT ANALYSIS
INTERNAL
ASSESSMENT
10 Levels of Internal
First valuating Performance
Outputs and Outcomes Assessment
Second : Evaluating Organizational
Competencies and Capabilities
Third : Evaluating Utilization of
Resources
Fourth : Evaluating Management
Processes
Fifth : Evaluating the Four
Management Functions
Sixth : Evaluating Teams and
Seventh : Evaluating Physical Facilities and Individuals
Set Up, Working Conditions and
Environmental Surroundings
Eighth : Evaluating Organizational
Affiliations, Alliances and Linkages
Ninth : Evaluating Top Management,
Board Members and Leadership
Tenth : Evaluating Strategic Fit or VSOP
consistency
Level 1: Evaluating DepEd’s Performance Outputs and
Outcomes
Quality Measures Quantitative Measures
Results of Achievement Tests Gross Enrolment Rate (DEDP)
Employability of Graduates who do not Net Enrolment Rate (DEDP)
pursue college education
Acceptance of graduates in quality Cohort Survival Rate
colleges
Competencies and Skills as measured by Dropout/Leaver Rate
NAT and contests
Awards won by students Plans and programs completed
Ranking in the NAT Revised curriculum completed
Improved quality of life of communities Teaching manual and learning materials
published
Awards, honors, citations, received by Facilities constructed according to plans
the unit/school/division
Level 2: EVALUATING ORGANIZATIONAL
COMPETENCIES AND CAPABILITIES
- look at the capabilities and
competencies of the organization
Capabilities and Competencies
Organizational Competencies - combination of required
skills, necessary information, appropriate performance
measures, and the right corporate culture that the company
requires to achieve its mission.
Organizational Capabilities – the agency’s ability to manage
people to gain competitive advantage
Level 3: EVALUATING THE
UTILIZATION OF RESOURCES
examines where the resources of the organization have
been sourced and where they have been allocated
Efficiently
utilized
Economically
Resources utilized
Effectively
utilized
Level 4: EVALUATING
MANAGEMENT PROCESSES
examines and evaluates the organization's
management processes: -
Planning and budgeting
- Organizing and staffing
- Leading and directing
- Evaluating and monitoring
- Coordinating and
orchestrating - Controlling
- Compensating
and rewarding
Level 5: Evaluating the Four
Management Functions
Marketing Function
Academic and Student Services
Operations Function
Human Resource management
function
Finance function
Level 6: EVALUATING TEAMS
AND INDIVIDUALS
Assessment of teams and individuals should not be
conducted on an absolute basis
Different potentials must
be determined
Evaluate teams and
individuals based
on their relative
performance
Level 7: EVALUATING PHYSICAL
FACILITIES AND SET-UP,
WORKING
CONDITIONS AND ENVIRONMENT
The competitiveness of an organization can
be determined by the state of its physical
assets, working conditions and environmental
surroundings particularly the facilities,
grounds and equipment it owns for education
purposes.
AFFILIATIONS, ALLIANCES AND
LINKAGES
The organization's
strength lies not just
within itself but the
network of stakeholders
t is linked, allied, and
affiliated with.
Level 9: EVALUATING TOP MANAGEMENT,
BOARD MEMBERS AND LEADERS
This level is the most
sensitive part of internal
assessment. More often, the
evaluator of the
organizational leadership is
the leader himself or herself
or a subordinate just below
the leader.
Level 10: EVALUATING STRATEGIC FIT OR
VSOP (Vision-Mission-Objectives,
Strategies, Organization and
People) CONSISTENCY
Formulating
Strategies from PIs
and SWOT Analysis
STRATEGIC PLANNING
From the major Strengths and Weaknesses and the major Opportunities and Threats,
the strategist can then put these conclusions into a two-dimensional grid as follows:
Internal Assessment Strengths Weaknesses
1. 1.
2. 2.
3. 3.
External Assessment
Opportunities
1. S-O W-O
2. How can Strengths be Used to How can Weaknesses be
3. Exploit Opportunities? Overcome to Exploit
Opportunities?
Threats
1. S-T W-T
2. How can Strengths be Used to How can Weaknesses be
3. Counteract Threats? Overcome to Counteract
Threats?
The Strategist must remember that the SWOT
Analysis should be made from the point of view of
the unit in relation to its:
◦ Vision
◦ Mission
◦ Objectives
◦ Key Result Areas
◦ Performance Indicators
◦ 4 Pillars
In formulating Strategic Options, the strategist can
use the SWOT grid.
Guide Questions
A. How can my unit use its Strengths to Exploit
the Opportunities in order for us to achieve our
target/goal
B. How can my unit overcome its Weaknesses to
Exploit the Opportunities in order to achieve
our target/goal?
C. How can my unit use our Strengths to
counteract the Threats challenging the
attainment of our target/goal?
D. How can my unit overcome our Weaknesses
to counteract the Threats challenging the
attainment of our target/goal?
Guide Questions
From the different Strategic Options
generated which strategies should your
unit take? Why? Why not the others?
Evaluate the Strategic Options according
to the target/goal set. The more the
strategies meet the target/goal, the better
suited they are for the unit.
Major moves or significant
changes in the way an
organization wants to achieve
its vision, mission and
objectives.
Finding the best means of
achieving one’s goals. It also
means bridging the chasm
STR between where the
ATE organization is at today and
GIE where it wants to be tomorrow.
S
In the Strategic Planning and Management model
of Dr. Eduardo A. Morato, Jr., there is a
recommended methodology for doing Rational,
Sequential and Analytical Strategy Formulation
The recommended methodology should start either
from the top (and goes down to the bottom) or
start from the bottom (and goes up to the top).
STRATEGIES
From one priority PI, the strategist should ask this question:
“In how many ways can our
school meet its Performance
Indicators?”
“In how many ways can my unit
achieve 100% Participation Rate?
100% Participation Rate
1.
2. Strategic Options
3.
4.
Select your priority Performance
Indicators (PIs). Ask, “In how many
ways can my unit achieve these
PIs?”
1. PI
2. PI
3. PI
If you wish to know and
learn more about this
process, we would be happy
to discuss more with you
over a cup of coffee
