Learning as the heart of the

educational enterprise is the most

important concept that demands
attention in education. Unless the
students learn, the plant, the
program and personnel of the
educational system failed, and are
tantamount only to sounding
brass or a tinkling cymbal.
Five Tenets for Quality Education in Every School
First, every school owns up to its
collective power and responsibility for
delivering educational outcomes. School
matters in student learning. School
performance can make a difference in
student lives. Better performing schools
can make a much greater difference.
 Five Tenets for Quality Education in Every
School
Second, every school knows and
understand specifically where its present
educational performance stands in relation
to the whole country, to the best in its
neighborhood, to its past record of
performance. Schools know how well or how
poorly they are performing and in what
areas of educational performance they are
ahead or behind, improving and
deteriorating.
Five Tenets for Quality Education in Every
School
Third, every school undertakes to
continuously improve its own educational
performances. Schools help students who are
lagging behind and encourage students who
are advancing. Schools help teachers who are
less effective and support teachers who are
becoming more effective. Schools create
better conditions for everyone to focus on
instruction and learning.
 Five Tenets for Quality Education in
Every School
Fourth, every school is subject to objective and fair
measures of their educational effort the resulting
outcomes so that outsiders to the school are
provided with an informative measurement of
school-wide performance and insider of school can
be guided in improving their own performance.
While each school needs to address and confront
its own ways, all schools should be subject to
common measures of performance that are valid,
comparable and informative.
 Five Tenets for Quality Education in
Every School
Fifth, every school accepts the fundamental principle of
resources- for-results deal. Government will make
available to each school a standard level of resources
deemed essential for adequate instruction. Schools so
provided must demonstrate improving educational
performance over time. More resources per student will be
provided for improving schools to accelerate and further
advance their performance. Schools not yeilding improved
performance will the additional resources provided them
will be subject to appropriate administrative interventions
to find the best solutions to the lack of school-level
results.
School Improvement and
Innovation Projects
(SIIP)
School Improvement and
Innovation Projects (SIIP)
•Research – based intervention designed to
address specific learning problems

•Main objective is to improve instruction

and student learning outcome through
action research
 Action Research
In action research, it is the
teacher who identifies the research
topic..the teacher who collects
information to investigate the topic
and the teacher who interprets and
judges the research results
 Importance of Action Research for
Teachers
It is a professional responsibility.
It focuses professional development and
improvement on the classroom or school level,
where teachers have their greatest expertise and
effect.
It recognizes that organizational change is usually
the result of individuals changing themselves and
their personal practices, not of “top down”
mandates.
 Importance of Action Research for
Teachers
It gives a teacher “ a voice” and control over their own
practice.
It grows from immediacy and complexity of the
classroom, as do teacher’s motives and incentives.
It treats teacher as professional and can help improve
teacher morale and motivation.
It encourages collegial interactions and discussions
about teaching
Improvement and Systematization of Instructional
Programs using SIIP Action Research
DIAGNOSIS INTERVENTION RESULTS
Learning problem Instructional Student
Entry Level Program Outcome
Possible cause of
the problem

Replication Program Revision

Upscaling a. Cost Analysis
Advocacy b. Modification of approach /
instructional materials

ROUTINIZATION REFINEMENT
 Steps in Writing an SIIP Proposal and its
Implementation
Project Title
A. Background and Rationale of the Project
B. Project Objectives and Expected Outcomes
C. Target Beneficiaries
D. Intervention Methods of Strategies
E. Project Description
- Composition of the Central and Experimental Group
- Methodology
- Resources needed
- Organizational Set-up
F. Project Implementation Plan
G. Monitoring and Evaluation
H. Strategies for Project Sustainability and or Replication
Project Title
Concise
Descriptive
Informative
A little catchy
Avoid words that add nothing to the meaning such as
“ Research on ……”, Studies on ……. “ etc.
Background and Rationale
Review of previous work related to the topic
Information and data to provide the context of the
project are adequately presented
Problem is clearly stated
The need to solve the problem is urgent
Importance of the proposed project is emphasized.
The project strategy proposed innovation that is
appropriate.
Objectives and Goals
Objectives are the measurable outcomes of the
program. They define the methods. Goals are
conceptual and more abstract.

The objectives have to be S M A R T.

The general objective addresses the problem
presented.
Target beneficiaries are identified.
Example
Goal: Our after-school program will help children
read better.

Objective : Our after – school remedial education

program will assist 50 children in improving their
reading scores by one grade level as demonstrated by
standardized reading tests administered after
participating in the program.
Expected outcome
Based on the objectives, what is the output of the
project? Clarity is required in describing what will be
produced and delivered. The expected results should
be described as concretely as possible and in verifiable
terms.
Target Beneficiaries
This section describes who and how many people are
expected to benefit from the project- directly or
indirectly. It should also discuss how intended
beneficiaries have been involved in project design and
their expected role in the project implementation and
evaluation.
Four types of objectives:
1. Behavoral – a human action is anticipated
Ex. Fifty of the 70 children participating will learn to swim.
2. Performance – a specific frame within which behavior will
occur at an expected proficiency level is expected
Ex. Fifty of the 70 children will learn to swim within six
months and will pass a basic swimming proficiency test
administered by Red Cross.P
3.Process – the manner in which something occurs is an end in
itself
Ex. We will document the teaching methods utilized,
identifying those with the greatest success
4. Product – a tangible item results
Ex. A manual will be created to be used in teaching swimming
to this age and proficiency group in the future
Intervention Methods / Strategies / Activities
The activities must address the objectives and
expected results and must explain how the project is
going to achieve these objectives. The activities which
are most efficient and effective to help achieve the
goals must be described. The activities described must
be practical , realistic and must take account of the
human, material and financial resources as well as time
needed for implementation.
- clearly stated objective for each activity
- sequentially arranged activities
-reasonable time frame
-expected output that are reflective of the activities
Project Implementation Plan
A table must be prepared listing and indicating
when they will start and when they are expected to
finish. Sufficient time must be allotted for starting up
and winding up the project.
Budget
The proposal should indicate the estimated cost of the
main expenditure items such as personnel, activity
and running cost ( logistic support like office cost,
transportation etc.)
- The budget is reasonably broken down into objects
of expenditures
- Contingency fund is reflected
-Possible sources of fund are identified
Monitoring and Evaluation
Monitoring is meant to assess the extent to which
planned activities have been implemented and
expected results realized and to identify the enabling
and inhibiting factors.

Evaluation is meant to assess the efficiency,

effectiveness and impacts of the programs/projects.
Monitoring and Evaluation Indicators
This section should discuss briefly proposed
mechanisms and procedures for periodic monitoring
of project / program operations to ensure that
activities occur as planned, that they remain directed
towards stated objectives, and that appropriate
corrective action is taken if required.
Specifically the discussion should indicate who will be
responsible for preparing periodic project progress and
final technical reports and for accounting of
expenditures ( made from the grant of respective fund)
Monitoring and Evaluation
The proposal includes a viable monitoring and
evaluation plan adequately containing the following
Objectives
Activities
Verifiable and measurable indicators
Means of verifying activities
Schedule of M & E
List of monitors and evaluators
Method of data collection
Frequency of monitoring and evaluation
Organizational Set-up (Key Personnel)
An organizational chart includes the key personnel
and their terms of reference (TORs)
Sustainability
The proposal includes a realistic
sustainability plan which clearly describes
the
Activities

Role of stakeholders

Resources needed

Continued support of stakeholder /

partners is ensured
Cover Page and Table of Contents
The cover page includes
 Clearly printedName and or logo of the School
 Simple and creative Project Title that captures the

substance and focus of the project

 Date of submission
 Contact persons and all contact information of the

school head (address and e-mail address)

The table of contents is complete with

Accurate pagination
Appendices for graphs and tables
Executive Summary
The executive summary is brief but comprehensive. The
following are presented:
Specific problem to be addressed
General and specific objectives
Target beneficiaries
Strategies and activities
Person responsible
Duration of the project
Proposed budget an source of fund
Monitoring and evaluation plan
Sustainability of the project
 PROJECT PROFILE
Project Title
Project Proponent
Project Coverage
Target Clientele
General Objectives
Specific Objectives
Project Description
Expected Output
Funding Requirements
 Personal Services
 Maintenance and Operating Expenses
 Source of Funds
  Project Profile
Project Title : Project DORP ( Drop-out
Reduction Program ) for Secondary Schools
Project Proponent : Dep-Ed San Pablo City
Project Coverage: Year Round (Continuing),
Division Wide
Target Clientele: Secondary School Principals,
Guidance Counselors, Teachers, Parents, Students,
PTCA, NGO
General Objectives: To facilitate access of every San
Pableños to quality basic education and equip him
with he basic literacy tools and contents that is
essential for his growth and development as a person
and as a citizen of a democratic society.
Specific objectives: This program specifically aims to:
 Reduce high drop-out rates and improve learning outcomes using
formal , non-formal and informal approaches;
 Increase retention rates;

 Increase significantly the achievement level of the SARDO

 Retrieve learners who are out of school;

 Increase the capability of schools to establish, implement , monitor,

evaluate and continuously improve DORP;

 Design and continuously improve DORP practices and learning

materials;
 Benchmark the best DORP practices in the division

Project Description: Project DORP is an intervention program

to reduce drop-out rate and improve learning outcomes in public
secondary schools in the Division of Quezon using formal, non-
formal and informal approaches. This program is in line with the
thrusts of DepEd, in consonance with EFA 2015 Plan which is to
provide basic competencies for everyone to achieve functional
literacy.
  Project DORP will be concerned in setting the direction and
strategies in addressing the drop-out problem in the division
through giving assistance and services to the schools
implementing the school DORP plans. This assistance comes in
the form of capacity building activities, technical and
administrative support, advocacy and linkaging, research,
documentation and dissemination of best practices.

Expected output: With proper implementation of the project, it is

expected to:
A. save SARDO
B. attain zero drop-out rate in all schools in the Division by the year
2011-2012.
C. attain 100% participation rate in all schools in the Division by the
year 2011-2012
D. Attain 100% completion rate in all schools in the Division by the
year 2011-2012;attain 75% mastery level in all subject areas by 2011-
2012
 Thank You !

ANNALIZA D. BANAYO
Division Coordinator for Research