School Improvement Planning Manual

School Improvement Planning Manual 2019 1 MoEYI

School Improvement Planning Manual 2nd Edition © Ministry of Education, Youth and Information 2019
First published in 2011
Revised 2019
NOT FOR SALE

The Ministry of Education, Youth and Information grants stakeholders permission to copy and
disseminate any part of this book with the sole condition that the source of the material is duly
acknowledged.

Ministry of Education, Youth and Information

Educational Services Division - Schools Operations
2-4 National Heroes Circle
Kingston 4
Jamaica, West Indies

Design and layout by Print Officer, Media Services Unit, MoE

Printed and bound in Jamaica by

ISBN - 978-976-639-160-7

School Improvement Planning Manual 2019 2 MoEYI

 TABLE OF CONTENTS

CONTEXT…..………………………………………………………………………………………………………………………………………… 5
1.0 INTRODUCTION…………………………………………………………………………………………………………………. 8
1.1 Strategic Objective 1………………………………………………………………………………………………….… 8
1.2 Strategic Objective 2……………………………………………………………………………………………………. 8
1.3 Strategic Objective 4……………………………………………………………………………………………………. 10

2.0 THE SCHOOL IMPROVEMENT PLANNING PROCESS…………………………………………………………… 11

2.1 The School Improvement Planning Diagram……………………………………………………. 11
2.2 Responsibility Matrix………………………………………………………………………………………. 12

3.0 SCHOOL SELF EVALUATION……………………………………………………………………………………………….. 13

3.1 Phase 1……………………………………………………………………………………………………………. 14
3.2 School Profile …………………………………………………………………………………………………. 16
3.3 Reflective and Comparative Analysis……………………………………………………………….. 17
3.3.1 Reflection……………………………………………………………………………………………….. 17
3.3.2 Comparative Analysis………………………………….………………………………………….. 17
3.4 Submission of School Self-Evaluation Report……………………………………………………. 18

4.0 APPOINTMENT OF SCHOOL IMPROVEMENT PLANNING COMMITTEE……………………………….. 19

4.1 Functions of the SIP Committee……………………………………………………………………….. 21

5.0 PREPARATION OF DRAFT SCHOOL IMPROVEMENT PLAN…………………………………………………… 22

5.1 Phase 2……………………………………………………………………………………………………………. 23
5.1.1 Tactical Planning……………………………………………………………………………………… 23
5.2 Operational Planning……………………………………………………………………………………….. 28
5.3 Financial Planning……………………………………………………………………………………………. 30
5.3.1 Prepare Budget/Financial Plan………………………………………………………………… 30

6.0 STAKEHOLDERS CONSULTATION……………………………………………………………………………………….. 31

6.1 Phase 3..…………………………………………………………………………………………………………. 32

7.0 PREPARATION OF FINAL PLAN…………………………………………………………………………………………… 33

7.1 Phase 4…………………………………………………………………………………………………………… 34

8.0 SUBMISSION OF PLAN TO REGIONAL OFFICE…………………………………………………………………… 35

9.0 IMPLEMENTATION OF PLAN…………………………………………………………………………………………….. 37

9.1 Phase 5………………………………………………………………………………………………………….. 38
9.2 Implementation and Monitoring of Plan………………………………………………………… 40

10 ANNUAL EVALUATION……………………………………………………………………………………………………… 41
10.1 Phase 6………………………………………………………………………………………………………….. 42
10.1.1 Annual Review…………………………………………………………………………………….. 42
10.2 Annual Evaluation Matrix……………………………………………………………………………….. 43
APPENDICES………………………………………………………………………………………………………………………………………. 45

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 Mission Statement
Providing quality education and training in a caring, inclusive and
enabling environment to engender sustainable development
citizenry.

Vision Statement
A globally competitive and innovative education and training
system, producing informed, socially conscious and
empowered

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 Context

School improvement planning (SIP) a formal approach to the management of resources in

Jamaican schools has its genesis in the GOJ/World Bank Reform of Secondary Education (ROSE)
Project, implemented in 1993. The aim of ROSE was to strengthen the lower grades (Grade 7-9)
of the secondary level and ensure articulation of that stage with the terminal grades 10 and 11.
A sub-component of ROSE was the adoption of school improvement planning as a structured
approach to the management of resources in achieving optimal levels of performance. In
advancing this objective the GOJ/ROSE School Improvement Planning Manual was developed
and teachers in the 440 ROSE schools were trained.

The GOJ/DIFID Jamaica All-Age Schools Project (JASP), designed to raise the performance levels
of students enrolled in grades 7-9 of All-Age schools, implemented several activities including
the adoption of school improvement planning to encourage community/school participation.
Under JASP more than 200 All-Age school principals and teachers were trained in the SIP
approach. To supplement this activity, SIP manuals were developed and distributed.

The New Horizons for Primary Schools Project (NHP), a seven-year joint initiative of GOJ/USAID,
was launched in 1998. The major component of the NHP was the improvement in the literacy
levels of students attending the 72 lowest performing schools at the primary level. “Parents as
active participants in the education of their children,” was a critical outcome of this initiative.
Consistent with this direction, school improvement planning was adopted as an effective tool in
forging stakeholder participation. The GOJ/USAID SIP Manual was developed in 2003, by the
National Council on Education (NCE) and all teachers and principals in the 72 schools were
trained in the SIP approach.

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By 2005, the then Ministry of Education, in its commitment to institutionalise the school
improvement planning process as a critical part of school management and accountability,
issued guidelines mandating school principals to develop and submit their school improvement
plans and annual action plans to the Ministry of Education, Youth and Information (MoEYI)
Regional Offices for approval.

Consequent on this directive, all public schools are currently engaged at varying levels with
school development planning. Despite this however, there is no standardised approach to the
planning process and compliance with the guidelines is not included as a critical component of
staff performance appraisals.

School Improvement Planning (SIP) Manual 2011 is a blended version of its three predecessors
and draws heavily on a number of regional and international best practices. The SIP Manual
2011 has benefitted from more than two decades of lessons learned from several attempts at
full scale adoption and is the outcome of an extensive consultative process designed to provide
a workable prototype to replace the several models that are currently in use. Consequently, this
version supersedes all other iterations which predates it and represents the standard
operational guidelines for all public schools engaged in school improvement planning.

As the Ministry enters modernisation mode it is expected that the service delivery model will be
predicated on an arrangement that allows for closer monitoring of both the school
improvement planning process and the use of the outcomes of the process to monitor and
evaluate school performance by:
 Providing support for schools as required in the processes of school self-evaluation
 Establishing of targets that will lead to improved learning outcomes
 Identifying poorly performing schools and initiating plans to support their improvement
 Challenging, supporting and monitoring schools to ensure that their response to the
National Education Inspectorate (NEI) recommendations are properly planned and
implemented
 Strengthening the capacity of schools to manage their resources, especially those of
finance, staff and facilities in order to provide better opportunities for students
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  Articulating and ensuring the proper implementation of Ministry’s policies, initiatives,
programs and or Projects

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 1.0 Introduction
School improvement planning is a systematic approach to planning, designed to improve the
quality of student outcomes through the successful management of the educational experience.
It is a collaborative process that brings the whole school community together in shaping the
school’s future through the consultation and participation of all stakeholders. This approach to
planning fosters a sense of ownership by the entire school community and leads to a greater
determination to achieve institutional goals. It also has the potential to promote a shared vision
which mobilises school communities into action.

The school improvement planning process follows a three year cycle that engenders a culture of
self evaluation and refreshing within the school, as the school seeks to manage its resources to
achieve optimal levels of performance. School Improvement Planning is mandatory for all public
schools and represents a local response to regional and national priorities. It is a ‘strategy map’
which outlines the actions to be taken to achieve a set of outcomes within a specified
timeframe.

The MoEYI in its results-based management plan presents the philosophy, strategic objectives
and major priorities and programmes, to be embarked upon in order to achieve its long term
commitment to produce globally competitive socially conscious Jamaican citizens. Consistent
with this thrust, the school improvement plan of all public schools must be aligned with the
strategic objectives and policy priorities of the Ministry.

The strategic objectives, policy priorities of the Government of Jamaica (GoJ) and the MoEYI
may change from time to time. However, it is imperative that school improvement plans are
always aligned to ensure that the educational goals of the nation are met 1. Below are some
examples of strategic objectives.

1
N.B. Please consult your regional office or education officer for the strategic objectives for the current SIP cycle.
Please see below some examples of strategic objectives:

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1.1 Sample Strategic Objective 1:
To maximise the percentage of Jamaican children ages 3-18 who have access and/ attachment
to a high quality education.

Most education systems consider student enrolment and attendance rates to be critical
performance indicators of access. This is based on the premise that “you cannot teach whom
you cannot reach”. It is therefore the expectation that schools will go to great lengths to
ensure that students are in school for the stipulated 190 school days. Further, all schools must
ensure that once students are at school they attend classes and are meaningfully engaged in
the teaching and learning process. In this regard, the school must oganise itself so that there is
a place for those students who are entitled and that those who are enrolled attend.

1.2 Sample Strategic Objective 2:

Improve the standards and quality of Jamaica’s public education system by establishing a
robust accountability framework for all stakeholders.

Accountability requires that persons in governance and leadership or management positions in

the school carry out their responsibilities in a transparent, compliant and systematic manner.
The four (4) indicators related to the Organisational Management and Accountability that
effective schools embed in all their practices are:

 Transparent and continuous staff review and appraisal

 Stakeholder involvement in school improvement planning
 Objective self-evaluation practices
 School-wide adoption of the school accountability matrix

In model schools, the principal is the respected leader of leaders. The onus is on the principal to
create a common vision, build effective teams and engender commitment to task. The principal
exemplifies, and consistently models the characteristics of instructional effectiveness in the
management of the instructional programmes.

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In these schools the board of management functions within the legal framework stipulated by
The Education Regulations 1980. The school board has a positive influence on the school and
plays a significant and strategic and advisory role in leading the school‘s development.

1.4 Sample Strategic Objective 4:

Provide a safe and secure physical environment which is conducive to learning for all learners
in public educational institutions by 2020.

Safety and security requires that the school provides a safe and secure climate which allows
learners to focus on learning challenges rather than distractions of personal and collective
safety. It involves respect for the individual, the development of healthy personal and social
values, praise for personal achievement and love and care for those who operate inside it.
Students are disciplined, respond well to adults and resolve difficulties in mature ways. Most
students understand the concept of national identity and appreciate local traditions and culture.
They have a good spiritual understanding and appreciate the defining characteristics of the
Jamaican society, and the Caribbean region’s traditions and culture. Cooperative learning,
respect for human diversity and an appreciation of democratic values are the hallmarks of the
school.

A safe and secure School Environment is one that is not oppressive, but welcoming and
conducive to teaching and learning. The features of such a school are:
 Adoption of the safe school policy and procedures
 Child friendly school environment
 Clean and maintained physical plant.
 Beautified open / green spaces
 Secure perimeter fencing
 Conducive environment for learning
 Safe and appropriate recreational area
 An orderly, purposeful and business like school climate.

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 2.0 The School Improvement
Planning Process
The School improvement planning process is the means by which the vision of the school is
translated into reality through the delineation of priorities targets, and action. It promotes
effective resource utilization, co-ordination and programme implementation that will enable
the school to achieve its goals. This collaborative and continuous process comprises nine (9)
steps, graphically presented in figure 1:

Figure 1
2.1 The School Improvement Planning Process

1. Annual School Self

Evaluation

9. Annual Evaluation 2. Preparation of Draft

Plan

8. Monitoring and 3. Consultation (Internal and

Reporting School External)

7. Implementation of 4. Preparation of the final

Plan Plan

6. Submission to the 5. Approval by the School

Regional Office Board

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 2.2 Responsibility Matrix

School Improvement Plan

Responsibility
Month Activity Principal Senior Mgt. SIP Board RO Comment
Team Committee
June SIP committee
√
appointed
June SSE prepared √ √
June SSE approved √
July SSE ratified √
SIP committee √
July commissioned into
action
August Draft plan prepared √ √ √

August Consultation on the √ √ √

plan
September Review of final plan √ √ √
October Plan approved by board √
October- Plan reviewed and
√
November ratified by MoEYI
September √ √
of the Plan implementation
coming commences
Year.
Implementation √ √ √
September
reporting and
-June
monitoring
July Annual evaluation √ √

July Draft annual report √ √

√
prepared
August Draft action plan for √ √
√
coming year prepared
Annual report and draft
August Action plan for coming √ √
year approved.
September Action plan for coming
√
year ratified.

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 Annual report and
September action Plan for coming √
√
year available to school
community.

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 3.0 School Self-Evaluation

3.1 Phase 1
School improvement planning is a continuous cyclical process with each phase progressing
smoothly to the next. It is a combination of activities used to identify and understand the
strengths and weaknesses of a school. It is the essential step to ensure that school
Improvement planning is based on a solid shared understanding of needs.

The school self-evaluation (SSE) which marks the first stage of each annual cycle must be
preceded by the annual evaluation of the school improvement plan of current year. The school
self-evaluation process should therefore begin in June as soon after the Easter break as possible
to ensure that the school improvement plan is ready for the beginning of the new financial year.
The school should utilize all available data prior to the development of the operational plan to
generate the SSE.

The SSE is the responsibility of the school management team including the principal and senior
staff. The principal will oversee those aspects of the SSE pertaining to all aspects of school life
and may delegate some responsibilities to other members of staff2. The SSE is structured as a
series of focus questions which require the school to take an honest look at all areas of
operation. It is required that evidence be presented in support of the school’s response to each
focus question. Consequently, the SSE process is heavily data driven and demands that the
school analyses data from multiple sources.

2
The NEI utilises the SSE report for its inspection of schools (see appendix 1)

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The School Self-evaluation has three purposes:

 Provides an annual objective reflection on schools’ achievements against established

standards

 Allows the school to identify its strengths and weaknesses in order to pursue options
and identify strategies for improvement;

 Ensures that schools’ goals are aligned with MoEYI strategic objectives.

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3.2 School Profile
The first step in the school self-evaluation process is the preparation of a brief profile of the
school defining all external and internal factors impacting the operation of the school. Factors
to be considered are presented below:

SCHOOL PROFILE

The school profile should include but not limited to the following factors:

1. School Location - geographical location of the school

2. Quality Education Circle (QEC)- number and constituency
3. Socio-cultural context - employment, parental educational level
4. School Capacity - accommodation, condition of physical plant
5. National Education Inspectorate (NEI) Report- overall effectiveness rating for each cycle
6. Students Demographics - enrolment by gender, the average daily attendance rate
7. Social Welfare- PATH, other student support programmes
8. Students’ Academic Achievement. Performance in national and regional Examinations
9. Safety and Security – social and personal well-being of student
10. Teachers - number of teachers, percent of trained teachers, teacher: pupil ratio
11. School Governance – Constitution of board of management, tenure of board of
management, frequency of board meetings
12. Physical Infrastructure – specialized laboratories, auditorium, canteen, library
13. School-Community Relations - school support to community development, community
support to the school, private sector contribution to the school
14. Development Projects - donor support (e.g. USAID, IDB, etc)
15. Co-curricular Activities – student participation in co-curricular activities and in other
cultural activities
16. Parent Teachers’ Association – Status of P.T.A., frequency of P.T.A. meetings
17. Past Students’ Association – Status and contribution
18. Technology - internet access, computer aided instruction, computer laboratory

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3.3 Reflection and Comparative Analysis
In order to identify the school’s strengths and weaknesses, pursue options and identify
strategies for improvement, the next steps to be undertaken are reflection and comparative
analysis which must be carried out in the context of the Ministry of Education’s Strategic
Objectives as previously outlined.

3.3.1 Reflection
It is at this stage that critical introspective audit is conducted to give a clear and objective
assessment of the school’s current situation. The reflection should be done within the context
of the Vision, mission, goals and target of the school, recent reviews, staff appraisals, student
performance, and student outcomes. The process must systematically include all the internal
stakeholders and external groupings as much as possible.

3.3.2 Comparative Analysis

The analysis must be embarked upon within the context of the policies and priorities of the
MoEYI and involves a critical look at the school’s performance relative to national and regional
performances on standardised achievement examinations over a Three year period. Critical to
the analysis are factors such as average attendance rates, teacher qualifications, staff
performance appraisal: pupil ratio, student welfare and behaviour, security and safety. Socio-
economic conditions, access, geographic location of the school and other contextual factors
must be taken into consideration. Comparative analysis is useful in goal setting and provides an
objective measure of the conditions faced by students and the impact those factors are likely to
have on the operations of the school and its success. From this process of self evaluation,
future directions are identified to assist in planning for improvement. A useful tool in
undertaking the comparative analysis is a Data Collection and Analysis Plan (Appendix 2).

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3.4 Submission of School Self-Evaluation Report
At the end of the school self-evaluation exercise, the findings are to be recorded in the template
attached (Appendix 1) and submitted to a properly constituted meeting of the board for
discussion and approval. The document should be subsequently submitted to the Regional
Office of the MoEYI for review and ratification by the end of June. The review of School Self
Evaluation will be completed using the established criteria (Appendix 3). Following the
ratification of the SSE Report, the SIP committee is then commissioned into action to prepare
the SIP by mid-June.

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School Improvement Planning Manual 2019 20 MoEYI
 4.0 School Improvement Planning
Committee

Critical to the school improvement planning process is the pooling of available human resources
to form the school improvement planning committee. The school improvement planning
committee draws together a cross-section of stakeholders representing the various sectors of
the school community who have the school’s best interest at heart. The selection of the SIP
committee should take place concurrently with the school self-evaluation and as such, is also
done in June. The school improvement planning committee should comprise at least five
persons but no more than ten. The constitution of the SIP committee is decided by the Board at
a properly convened and minuted meeting.

Composition of the School Improvement Planning Committee

 Chairman or representative of the board of management

 Principal
 Representative of the teaching staff
 Representative of the non-teaching staff
 Representative of the student council
 Representative of the parent teachers’ association
 Representative from the past student association
 Representative of the local community and/or representative of
community organisation

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4.1 Functions of the SIP Committee
The primary function of the SIP committee is to provide support to the principal through the use
of a tactical approach to developing a comprehensive school improvement plan. That is, a SIP
that addresses the needs and aspirations of the students, staff and the wider school community.
The SIP committee carries out seven important functions in the school improvement planning
process. They are:
1. Identification of Priorities - The SIP committee receives the SSE and the
recommendations for action from the principal. It identifies the school’s development
priorities, sets goals and establishes timeframes and other structures that will support
effective implementation of the SIP
2. Analysis of Key Areas - The committee then assesses the feasibility of each development
priority, the challenges in addressing the issues, the resources required and the
indicators of success.
3. Prepare Draft Plan - On the basis of the analysis the principal leads the committee in the
preparation of the draft plan.
4. Consultation on the Draft Plan - The SIP committee consults with the internal and
external stakeholders on the proposals outlined in the draft plan in order to prepare the
final plan.
5. Preparation of Final Plan - The feedback from the consultation is used to prepare the
Final plan for the approval of the board and subsequent implementation.
6. Respond to review from Regional Office -The SIP committee makes the necessary
adjustments based on review and resubmit to the board for approval.
7. Monitoring - The committee receives and reviews reports from the principal on the
implementation of the SIP on a MONTHLY basis. It assesses the goal achievement to
date, including enabling factors and challenges encountered.
8. Reporting - The committee provides status reports on the progress of the
implementation of the SIP along with proposals for any modifications to the action plan
to the board at least bi-annually.

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 Preparation of Draft
School Improvement Plan

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 5.0 Preparation of Draft Plan

5.1 Phase 2
The approval of the school self-evaluation by the board signals its readiness to “commission the
school improvement planning committee into action”. The first assignment of the SIP committee
is the drafting of the school improvement plan. This phase comprises three (3) discrete
activities:
 Tactical Planning
 Operational Planning
 Financial Planning

5.1.1 Tactical Planning

Tactical planning follows the school’s self evaluation and is the school’s response to the
achievement of targets related to the Ministry’s strategic objectives. This process involves the
identification of the school’s development priorities, setting of goals and establishing time
frames and other structures that will support effective implementation of the SIP. The tactical
planning phase of the SIP should cover a 3 year period. At this stage the SIP committee will:
 Review the vision and mission
 Set and prioritise goals,
 Set targets
 Align targets with goal

Review the Vision and Mission

Arising from the school self-evaluation the SIP committee will, through a consultative process,
prepare a description of the long term direction of the school including its core values, the
vision statement, mission statement and goals for improvement in priority areas.

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 Vision Statement Mission Statement
An appropriate, realistic, Harmonises with the mission
credible and attractive of the Ministry of Education,
statement which reflects the Youth and Information and
future of the school. states the purpose,
philosophy and values of the
school.

Set Goals
Goals are intended outcomes that move an organisation in the direction of its mission and
should be measureable, challenging, realistic and time-bound. Goals must be established based
on the findings of the self-evaluation and are aimed at fulfilling the vision and mission of the
MoEYI and the school.

Goals can be classified as mandatory, complementary or innovative. Mandatory goals are those
that are aligned with the strategic objectives of the MoEYI. Complementary goals are those that
assist the school in accomplishing the mandated goals while innovative goals are creative and
specific to the school’s situation. Schools should categorize and prioritize their goals accordingly.

Goals should be phrased in terms of their outcomes rather than their actions and inputs so that
performance can be measured in terms of that goal.

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Sample Mandatory Goals

Mandatory Goals
 To build and strengthen community partnerships
 To strengthen performance based management systems
 To increase grade four mastery level in literacy and numeracy
 To strengthen teacher competencies in the teaching of mathematics
and language arts

Complementary Goals
 To increase students’ access to early childhood education
 To improve the playfield and its environs
 To increase students’ involvement in co-curricular activities

Innovative Goals
 To improve teacher performance
 To increase boys’ participation in high interest programmes by

Prioritize Goals
Goals should be prioritised based on factors such as:
 MoEYI policy priorities
 MoEYI targets for the school,
 Areas in which the school’s performance is below regional and/or national standards,
 Mitigating situations that threaten or impede learners’ performance or teachers’ ability
to do their work e.g. safety and security;
 The opportunity to secure and/or enhance harmonious relationships between the
school and parents or the wider community.
 Availability of resources.

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 Sample Goal Prioritising Ranking Matrix
GOALS A B C D E F GOAL SCORE RANK
Goal A To increase and
maintain the literacy and
A A A A - - A 4 1st
numeracy rates at the grade 4
level by 2023
Goal B To increase access to
special education for children
at risk through public
education , needs based
C B E - B 1 4th
intervention and programmes
for their safety, security,
growth and development by
2023
Goal C To improve the
relevance of the curriculum
C C - C 3 2nd
offerings at all levels of the
education system by 2023
Goal D To provide access to
quality education to children E - D 0 5th
at the primary level by 2023
Goal E To improve student
performance on national and
- E 2 3rd
regional examinations up to
the secondary level by 2023

Source JAASP – SIP 2004

Steps to Goal Prioritisation

1. Write the goals to be prioritised in the left hand column.

2. Take two goals at a time asking the SIP Committee which is more urgent/important.
3. First compare Goal A with Goal B, then with Goal C, then Goal D etc. writing the letter
for the preferred goal in the cell. Once you have finished comparing Goal A with the
other goals, compare Goal B with all the goals, and so on until the matrix is completed.
(The matrix above will help you with the order)
4. Once the matrix is complete count the number of times each goal has been chosen and
record this in the ‘Score’ column.
5. In the ‘Rank’ column record the position of each goal; the goal with the highest number

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 of points will be 1st – most important.

6. The process can be repeated with a number of different groups, e.g. teachers, parents,
students and community members, and record their responses. In this way you will see
the different priorities of the various groups.

Set Targets

Targets are specific outcomes to be achieved, which are directly aligned to the identified school
goals. Targets must be measurable, quantifiable and are time-bound. For example:

 Implement a performance based management system by March

 Introduce at least two uniformed groups by October

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 School Improvement Plan, Alignment of MoEYI Objectivities and School Goals
MoEYI Strategic School
Baseline School Targets Assumption
Objectives (SO) Goals/Outcomes
SO 1. To maximise the To increase students’ Current Register at least The MoEYI will
percentage of access to early enrolment forty children by provide the requisite
Jamaican children ages childhood education 120 September 2019 resources to meet the
3-18 who have access required standard
and/ attachment to a
high quality education

SO 2. Improve the To strengthen 60 % of staff Introduce JTC will revise the

standards and quality performance based exceeding formative appraisal instrument
of Jamaica’s public management expectation evaluation at all
education system by systems on the annual grade levels by
establishing a robust evaluation November
accountability
framework for all Peer assessment
stakeholders. of all teachers by
October

SO 4. Provide a safe To improve the No fencing Fencing of field by The MoEYI will
and secure physical playfield and its exists September provide the required
environment which is environs by 2020 resources
conducive to learning Install 100
for all learners in spectator seats by The school
public educational September community will
institutions by 2020. support all related
Grading and activities
grassing of field by
2020

5.2 Operational Planning

Operational planning breathes life into the plan. At this stage decisions are made about
activities, steps and actions that are required to achieve optimal outcomes. It involves:

 Identifying tasks
 Determining timeframe
 Identifying resources
 Assigning responsibilities

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 This process is repeated for each goal.

Operational Plan

MoEYI Strategic Objective 1:To maximise the percentage of Jamaican children ages 3-18 who have access
and/attachment to a high quality education
School Goal 1: To increase students’ access to early childhood education
Baseline Data: Current enrolment 120
Target 1: Register at least forty children by September 2020
TASKS INDICATORS TIMEFRAME RESOURCES COST MEANS OF VERIFICATION
Conduct feasibility Feasibility study By October
Human $20,000.00 Survey findings report
study developed 2019
Seek approval from Approval secured
By January
MoEYI to establish an Human 0 Letter of approval
2020
Infant Department
# of meetings held;
Conduct community
# of parents By January Register of attendance
recruitment meeting Material $15000
recruited; quality of 2020 50 applications
with parents
meetings
# of classrooms By May 30, Progress reports (board
Refurbish classrooms Physical $130,000
refurbished 2020 minutes)
# of furniture
procured,
Procure appropriate disaggregated by By January Delivery note, invoice,
Human $350,000
furniture type; 2020 procurement report
# of furniture
delivered to school
# of resource
materials procured,
Delivery date, invoice,
Procure resource disaggregated by
By July 2020 Financial $300,000 delivery note
materials type; # of resource
procurement report
material delivered to
school
# of computers
procured,
disaggregated by Delivery note, invoice,
Procure computers By July 2020 Financial $120,000
type; procurement report
# of computers
delivered
# of suitably qualified
Recruit suitably Staff appointments;
staff recruited By July 2020 Financial $9,000,000
qualified staff staff qualifications
# of play area
Procure play area equipment procured, Delivery note, invoice,
By July 2020 Financial $60,000
equipment disaggregated by procurement report
type
# of equipment By August Progress report; board
Play area preparation Human $40,000
installed; 2020 minutes

School Improvement Planning Manual 2019 30 MoEYI

 Quality of play area

TOTAL $10,035,000.00

School Improvement Planning Manual 2019 31 MoEYI

 5.3 Financial Planning
5.3.1 Prepare the Budget/Financial Plan
Every plan needs a realistic budget. The annual cost and total cost of each Goal must be shown. Additionally, the Financial Plan
should indicate the sources of the funds required to implement the plan3.
BUDGET (Financial Plan)
Strategic Objective 1: To provide equitable access for children age 3-18
Goal 1: To increase students’ access to early childhood education
___________________________________________________________
Target 1: Register at least forty children by September 2020
Targets Year 1 Year 2 Year 3 Total Source- Internal/External
Conduct Feasibility Study $20,000 $20,000
Conduct community
$15,000 $15,000
recruitment meeting
Refurbish classrooms $130,000 $130,000
Procure computers $60,000 $60,000 $120,000
Procure furniture $350,000 $350,000
Procure Resource Material $100,000 $100,000 $100,000 $300,000
Recruit suitably qualified staff $3,000,000 $3,000,000 $3,000,000 $9,000,000
Lunch & snacks $160,000 $160,000 $160,000 $480,000
Cleaning & Sanitation $10,000 $10,000 $10,000 $30,000
Procure Play Area equipment $60,000 $60,000
Play area preparation $40,000 $40,000
TOTAL 3,945,000 3,330,000 3,270,000 $10,545,000.00

Key: Shaded area - Government subvention

3
Refer to Ministry of Finance and Public Service website for Handbook of Public Sector Procurement Procedures.

School Improvement Planning Manual 2019 32 MoEYI

 Stakeholder Consultation

School Improvement Planning Manual 2019 33 MoEYI

 6.0 Stakeholder Consultation

6.1 Phase 3
At this point the SIP is in draft and can now be presented to the primary stakeholders for review
and fine tuning. After this internal consultation the plan should be robust enough to facilitate
external consultations. The stakeholders are as follows:
 Teachers
 Students
 Parents
 Affiliate bodies such as PTA, PSA
 Community organisations
 Wider school community
 Political representatives
 NGOs
 Relevant state agencies
 Church
 Non-teaching staff internal

These consultations should provide an opportunity for feedback and buy in from a wider
audience and may be done through community meetings; PTA & PSA Meetings; individual
discussions etc.

School Improvement Planning Manual 2019 34 MoEYI

School Improvement Planning Manual 2019 35 MoEYI
 7.0 Preparation of Final Plan

7.1 Phase 4
Based on feedback received during the consultations, adjustments are made to the plan to
reflect the concerns/responses of interest groups as appropriate to produce the final document.
The final document should now be submitted to:
1. The board of management for approval. The board will sign-off at a properly convened
and minuted meeting.
2. The Regional Office for ratification.

School Improvement Planning Manual 2019 36 MoEYI

School Improvement Planning Manual 2019 37 MoEYI
 8.0 Submission of Plan to the
Regional Office

8.0 SUBMISSION OF PLAN TO THE REGIONAL OFFICE

Signed school improvement plans are to be submitted to the Regional Office for ratification. In
the initial stage plans are to be submitted electronically for review to identify strengths and
areas for improvement. Where the SIP does not meet the standards, the school will be required
to address the areas of concerns and resubmit.

School Improvement Planning Manual 2019 38 MoEYI

School Improvement Planning Manual 2019 39 MoEYI
 9.0 Implementation of the Plan

9.1 Phase 5
After the plan has been approved the principal will initiate its implementation. This will involve
the preparation of an implementation plan by the principal based on the operational plans. The
implementation plan will detail each of the tasks in the operational plan. Once the
implementation plan is prepared the principal advises person with responsibilities to commence
work. Below is a sample of the implementation schedule, which must include all the tasks to be
undertaken during the plan period.

The SIP committee will prepare an Implementation and monitoring plan detailing the activities
for each task. Implementation and monitoring will be conducted simultaneously; hence the
person/group responsible for each activity should be indicated on the template.

Monitoring is the periodic inspection of the implementation of the SIP. It allows room for
corrective actions to be taken as soon as it becomes necessary and provides conclusive data
when evaluating the progress and outcomes the SIP. Monitoring can be done through:
● Review meetings
● Informal discussions
● Observations by an external facilitator
● Classroom observations
● Analysis of assessment results of national, external and internal assessments (GOILP,
PEP, CSEC, CAPE, NVQ-J, CVQ, City and Guilds, monthly and end of term, etc.).
● Analysis of any other available data

When monitoring the progress of implementation, it is important to:

 Refer regularly to the school improvement plan to maintain focus on school priorities
and goals

School Improvement Planning Manual 2019 40 MoEYI

  Maintain consistency between daily activities and the school purposes, priorities and
goals
 Support colleagues in the fulfilment of their allotted responsibilities
 Adhere closely to the time frame
 Implement monitoring procedures
 Identify adjustments that may further expedite effective implementation

Monitoring activities are undertaken by the principal and the senior staff. The principal reports
to the SIP committee. Reports must include statistical information and commentary on progress
in meeting the targets for goals. The SIP committee provides status reports on the progress of
the implementation through the principal to the board on at least a bi-annually basis. The
status reports should include proposals for any modifications to the action plan.

School Improvement Planning Manual 2019 41 MoEYI

10.0 IMPLEMENTATION AND MONITORING OF THE PLAN

Strategic Objective 1: To provide equitable access for children age 3-18

School Goal 1: To increase students’ access to early childhood education
Target 1: Register at least 40 children by September 2020.
Schedule
Person/Dept. Means of
Tasks Activities Output Monitored By
Responsible Term Term Term Verification
1 2 3
Conduct Principal Sept. Community Attendance Board
community 2020 consultation registers
consultation conducted
Prepare report on Principal’s Oct. Report generated Report Principal
1. Conduct a Needs
consultation designate 2020
Assessment
Prepare proposal Vice Nov Proposal Proposal Board
for establishment principal/senior 2019 prepared
of Infant teacher
department
2. Seek approval Principal Dec Proposal Correspondence Board
Submit proposal to
from MoEYI for 2019 submitted
the MoEYI for
establishment
establishment of
of Infant
Infant department
Department.
3. Conduct Meet with Basic Recruitment Jan- Meetings Schedule Principal
recruitment schools, churches Team Mar conducted
and other 2020
community groups

School Improvement Planning Manual 2019 42 MoEYI

School Improvement Planning Manual 2019 43 MoEYI
 11.0 Annual Evaluation

11.1 Phase 6
The review of the SIP and the subsequent reports must be completed by July to allow for timely
preparation or amendments to the operational plan for the academic year. At this time the
principal prepares a draft annual report based on the outcomes achieved to date for submission
to the SIP committee.
The SIP committee then:
● Reviews and approves the draft annual report prepared by the principal;
● Prepares a draft action plan for the coming year; and
● Submits the draft annual report and the draft operational plan to the board for
approval and publication.

The board will sign off the documents at a properly convened and minuted meeting in August.
The copies of the documents should be made available to the school community. They must
also be forwarded to the regional office.

11.1.1 Annual Review

Schools are required to review their achievements at the end of each school year. This process is
called the annual review. The annual review enables schools to revise their operational plans for
the coming year and produce an annual report for the current year. The annual report should be
available for the MoEYI and for the school community in September. The sample template
below is to be populated during the review period.

School Improvement Planning Manual 2019 44 MoEYI

 11.2 Annual Evaluation Matrix

MoEYI Strategic School Goals/ Means of Comments/

School Baseline School Targets Results Variance
Objectives Outputs Verification Next Steps

SO 1 To maximise the To increase 40/80 Register at least % increase in

percentage of students’ access forty children by students’ access
Jamaican children to early childhood September to early
ages 3-18 who have education childhood
access education
and/attachment to a
high quality
education
SO 2 Improve the To strengthen 60 % of staff Introduce % improvement
standards and quality performance exceeding formative in teacher
of Jamaica’s public based expectation on evaluation at all performance
education system by management the annual grade levels by
establishing a robust systems evaluation November
accountability
framework for all Peer assessment of
stakeholders. all teachers by
October
SO 4 Provide a safe To improve the No fencing exists Fencing of field by % of students
and secure physical playfield and its September reporting
environment which is environs by 2020 increased use of
conducive to learning Install 100 the playfield and
for all learners in spectator seats by its environs
public educational September
institutions by 2020 Grading and
grassing of field by
2020

School Improvement Planning Manual 2019 45 MoEYI

 Technical Working Committee

This assignment was first directed by Dr. Grace McLean, Chief Education Officer and supported
by then Director of the Education System Transformation Programme (ESTP), Ms. Jean Hastings.
Mr. Neil McDonald of Atos Consulting Services, along with Mrs. Ruth Morris who acted as
facilitator, provided technical support. The School Improvement Framework (SIF) Review
Committee, further directed by Dr. McLean, revised the SIP Manual in 2019.

The SIF Committee members are as follows:

 Mrs. Molly Jacas, Acting Assistant Chief Education Officer, School Performance
Monitoring and Evaluation, School Improvement Services Branch - Convenor
 Ms. Janet Brimm, Regional Director, Region 2
 Dr. Michelle Pinnock, Regional Director, Region 4
 Mr. Barrington Richardson, Acting Regional Director, Region 6
 Mrs. Olivine Evans, Assistant Chief Education Officer, Standards Development, School
Improvement Services Branch
 Mr. Floyd Kelly, Senior Education Officer, Region 6
 Mrs Linda Campbell-Miller, Acting Senior Education Officer, Region 3
 Mrs. Yashieka Blackwood-Grant, Senior Education Officer, Region 2
 Mrs. Susan Nelson Bloomfield, Acting Senior Education Officer, Region 1

School Improvement Planning Manual 2019 46 MoEYI

APPENDICES

Appendix 1
SCHOOL SELF EVALUATION TEMPLATE

SCHOOL SELF EVALUATION

Your School Self Evaluation Process

As a school leader, knowing your school is critical to its continuous improvement. Knowing
your school is really only possible through collecting information, reflecting on and analyzing
that information. The most effective decisions are those based on evidence, and school self-
evaluation (SSE) can provide that evidence. The SSE is one of the most important steps in
creating a culture that drives school improvement. It provides an opportunity for the entire
school community to take ownership of school improvement through active participation and
objective reflection on the school’s achievement against an established set of standards. In
other words the process of self evaluation should be used to identify the school’s strengths and
weaknesses to explore and options and strategies for change that will lead to the desired goals
of the school community. Hence, it both recognizes and celebrates successes and focuses on
areas where student outcomes can be better.

The SSE is not new as it is really intended to formalize things schools already do and to direct
and record the outcomes of your improvement efforts. All conclusions should therefore be
fully supported by evidence. Self-evaluation helps you to understand how you know what you
know.

47
The NEI will make considerable use of your SSE. It will be used as a guide in the inspection of
your school and the use of your school self-evaluation in helping to bring about improvement
will be an important factor in the assessment of your school’s capacity to improve in the future.

How to complete the form

Principals and senior managers are not expected to complete the SSE on their own. Your self-
evaluation exercise should involve members of your school board, teachers, students and other
stakeholders. Completing the form collectively is an excellent way to strengthen partnerships
and foster ownership of the school’s goals and improvement strategies.

48
 Pre-Inspection School Self-Evaluation Proforma

School: _____________________________________________________________________

Date: _____________________________________________________________________

1) What are the school’s strengths?

(b) What are the things you most want to improve?

2) How well do students perform in relation to national and/or regional tests and
examinations? (For the very young (grade 1), in relation to age-related expectations)?

Poor Excellent
1 2 3 4 5

(b) How do you know?

Prompts: How good is your students’ performance in external tests & examinations? How do
you rate the school’s academic performance?

49
(c) In what subjects/classes do they do best, and why?

(d) In what subjects/classes is improvement needed, and what are you doing about it?

3) How well do students progress (in relation to their starting points)?

Poor Excellent
1 2 3 4 5

(b) How do you know?

Prompts: Do your students make good progress from their different starting points? Do you
measure the achievement of your students when they start attending your school? What do you
find? Do you measure the achievement of your students when they leave your school? What do
you find? Is individual student performance tracked in relation to their different starting points?

50
4) How good is the students’ personal and social development?

Poor Excellent
1 2 3 4 5

(b) How do you know?

Prompts: How disciplined are your students? Have you had many reports of indiscipline over
the last year?
What would you say about your school’s ethos? Do students demonstrate proper conduct at
break time? Do students move about the school in an orderly manner? Is there violence
between students in your school? How do you manage it? In what ways do your students make
contributions to the school and the community beyond the school? Are economic and/or
environmental issues covered in curriculum plans for either lessons or assemblies? What steps
do you take to encourage students to attend regularly? How does the school develop the
students’ sense of self awareness and spiritual awareness? Consider also co-curricular, sports
and arts activities available to students. Do your students win awards in sports, culture and the
arts or any other competitions?

5) How effectively does the school use the human and material resources at its disposal to
help the students achieve as well as they can?

Poor Excellent
1 2 3 4 5

51
(b) What are the best features?
Do you have adequate teaching materials/ resources in your school? Do teachers use these
instructional materials effectively? Do your students have relevant textbooks? Pupil/ textbook
ratio. Do you have a library in your school? How well stocked is it?
How adequately is your school funded? Do you have appropriately qualified staff? Are they
deployed efficiently? Is the accommodation available suitable?

(c) What aspects need improvement, and why?

1.

6) How do you rate the quality of your staff?

Poor Excellent
1 2 3 4 5

(b) What are their best features?

Is your staff appropriately qualified? How regular is their attendance? Are they interested in the
academic and social development of their students?

52
(c) In what areas do your staff need improvement? Why?

1.

7) How well is the curriculum planned, adapted and enriched to meet students’ needs?

Poor Excellent
1 2 3 4 5

(b) How do you know?

Do all students have access to the full curriculum? Is the curriculum modified for children with
special education needs, and for the gifted?

(c) What are the strongest features?

53
(d) What needs improvement and what action is being taken?

8) How well does the school ensure everyone’s security, health, safety and well-being?

Poor Excellent
1 2 3 4 5

(b) How do you know?

Does the school provide a safe and secure environment for staff and students? Does the school
have a safety and security policy? In what ways are students encouraged to live healthy lives?
How are students from disadvantaged groups helped to join in fully in school life? Do students
and staff have access to medical facilities if required?

9) How effectively does teaching support learning?

Poor Excellent
1 2 3 4 5

54
(b) How do you know?

How often do SMT observe teachers in class? What percentage of your teachers can you
describe as being competent? How effective are your teachers in subject delivery? How
effective is the teaching and learning process taking place in your school? Are the students
learning as much as expected? How do you know? Are students given homework? How do you
encourage your teachers to do self-evaluation? Does the school engage in continuous
assessment? How do they use this information? How punctual are teachers and students to
their lessons?

10) How effectively is the school led and managed?

Poor Excellent
1 2 3 4 5

(b) How do you know?

Do you have a SIP? How and how often is your SIP Action Plan monitored? How often do you
observe teachers in your school? How well are the teachers prepared for their lessons? How do
you assess their level of preparation? How often are staff and departmental meetings held?
How effective are HODs and Grade supervisors in guiding teachers and students in the school?
Does your school have records? If so which ones? Are your records well kept? How effective are
your teachers’ academic records? How often do you check these records? Do you have a
training programme for your teachers? How effective is your beautification programme?

55
11) What is the school’s relationship with the community?

Poor Excellent
1 2 3 4 5
√

(b) What is the nature of that relationship?

Is the school serving the needs of the community? Is the community involved in the planning
and execution of the school’s activities and programmes? Does the community participate in
the school’s development? What is the percentage of the community participation in running
the school? How many projects has the community executed in the school?

(c) How do you rate the relationship with students and stakeholders?

Poor Excellent
1 2 3 4 5
√

(d) What do stakeholders think of your school?

Are the students happy to come to the school everyday? How well do parents relate to the
school? How do you know? How do you get feedback from students and their
parents/guardians?

56
(e) What are the problems facing the school in recent times?

1.

(f) What is being done to rectify these problems?

1.

Appendix 2

DATA COLLECTION AND ANALYSIS PLAN

The following points describe the elements of A Data Collection and Analysis Plan.

1. Collect basic student demographic information

Every school should maintain basic information on student demographics at each grade level.
This basic student demographics information should include:

 The total number of students enrolled at each level in the school – so that
trends in student enrolments can be tracked and student retention rates
can be calculated

 Student absences in each class – so at the end of the term and the year the
average number of student absences (learning day’s lost) at each grade
level and the average number of absences for the school can be calculated
and tends over time identified

57
  The number of students who is absent for more that 20 days – so that the
school can identify the need to target a particular group of students whose
learning is likely to be suffering because of irregular attendance

 The total number of students who enrol in the school and who exit the
school after the first month of school, and before the end of the school
year – so schools can monitor the number of new arrivals and exits (and
reflect on the appropriateness of transition arrangements they have in
place to identify and meet the needs of these students) and can calculate a
‘mobility’ percentage for the school

 Information on where exiting students have gone – so schools can monitor

whether students are leaving to attend another school, to take up
employment or to look for work.

2. Collect basic student achievement information

School improvement plans will contain GOALS and SUB-GOALS to be achieved by the school.
They will also contain some indicators that will be used to measure progress towards the
achievement of the school’s Sub-goals.

EXAMPLE:

If test scores indicate that 30% (BASELINE information) students in Grades 3 and 4 are
not performing to expected standards in reading, the school could establish a
LEARNING IMPROVEMENT GOAL for improving Reading (SUB-GOAL).

The EXPECTED OUTCOME for this Sub-goal could be that students in Grades 3 will
improve their reading skills - as measured by the teacher’s test (INDICATOR), by April
2006 (TIMEFRAME)’ The TARGET could be that 50% of students currently under-
achieving in Reading in Grade 3 will improve their reading skills by moving from below
expectations to being at or above expectations.

A VARIANCE ANALYSIS would compare the BASELINE information with the results from
the teacher’s test to see whether there has been improvement and whether the
TARGET of 50% improvement has been met.

In order to carry out this analysis every school should maintain basic information on
student achievement at each grade level.

58
This basic student achievement information to be reported upon in a school-self-
evaluation report should include:

 Results of reading and mathematics tests administered by the MoEYI

 results of in reading and mathematics tests conducted by the teacher
 results of in reading and mathematics assignments and projects that are
assessed by the teacher
 results of assessments made through teacher observations of student’s in
reading and mathematics skills

3. Summarize and analyse the data

Raw student demographic and student achievement data needs to be turned into
manageable information. In some cases this will mean turning actual numbers into
percentages, in others it will require the development of tables showing results for
different groups of students (e.g. different grade levels). Information that has been
collected over time can be turned into trend graphs, other kinds of information may be
best displayed through bar graphs.

Once the student data has been summarized it is possible to analyze the data by asking
student demographic and student achievement questions such as:

 What is the average number of student days absent for the school?

 Is the average higher or lower in some year levels?

 What is the pattern of truancy over time?

 What is the lowest performing year level or class in reading?

 What is the highest performing group?

 Are there dips in reading achievement between different grades?

Some information should be further analyzed to see, for example, whether

many students in the poorest reading group are also students with high levels
of truancy. The answers to questions like those above will provide the school
with summary statements of what the data is showing and assist it to identify
possible problems or areas to be improved.

59
4. Look for explanations for the data

Once a school has analyzed its data and prepared summary statements, the next step
is to suggest possible explanations for those summary statements that indicate
something might need improving. If a school fell short of expectations or targets, why
might this be the case? Why are truancy rates high? Why are reading scores below
expectations?

Staff could ‘brainstorm’ possible reasons and discuss each suggestion to identify those
that seem most feasible.

The clearer a school is about the reasons for particular outcomes demonstrated by the
collected data, the more likely that the proposed strategies for improving the data
outcomes will be effective.

Misdiagnosis of the reason for the data appearing as it does can lead to the wrong
action for improvement being taken by the school. If there is disagreement or some
confusion about why the data is like it is, then there may be a need to collect more
data. There may also need to be further data collected even if the school believes it
knows why the results are like they are.

5. Collect further data to test the validity of explanations

The purpose for collecting, summarizing and analyzing more data is to determine
which explanations are most accurate. For example, if the school believes that the
reading curriculum has not been implemented completely, there might be a need to
survey teachers about their practices as well as observe relevant classes. If the school
believes that high levels of truancy could be because of bullying or because parents do
not realize the importance of education, these assumptions need to be tested by
collecting more data as possible solutions to these beliefs would be quite different.

60
 Appendix 3

SSE Review Criteria

The SSE review criteria are to be used by the DSS to review the SSE and identify strengths and areas for improvement. This instrument should be
used to review the SSE prior to the development of the school improvement plan.

Criterion Requirements None (0) 1: Some (1) 2: Many (2) 3: Most (3) 4: All (4) Score
Curriculum Analysis of No analysis of Analysis of some Analysis of many Comprehensive Comprehensive analysis
Planning & curriculum offerings, curriculum curriculum curriculum analysis of most all curriculum offerings
Support adaptation and offerings, offerings, offerings outlined curriculum clearly outlined with
Q7 modification to adaptation and adaptation and with adaptations/ offerings outlined adaptations/
meet needs of all modification to modification to modifications with adaptations/ modifications explained
students. meet needs of all meet needs of all explained and modifications and justified. Strengths
(training, CIT, students. students evident. justified. Strengths explained and and weaknesses
Timetabling etc) and weaknesses justified. Strengths identified and explained.
identified and and weaknesses Proposed actions for
explained, identified and improvement aligned to
explained. needs.
Student Presentation and No presentation Evidence of Evidence of Comprehensive Comprehensive
Assessment disaggregation of and presentation and presentation and presentation and presentation and
and attainment data disaggregation of disaggregation of disaggregation of disaggregation of disaggregation of
Performance attainment data attainment data attainment data attainment data attainment data
Analysis of
Q 2, 3 performance on No analysis of Analysis of Analysis of Analysis of Analysis of performance
critical examination, performance on performance on performance on performance on on all critical
evaluation of critical some critical many critical most critical examination, evaluation
students’ progress, examination, examination, examination, examination, of students’ progress,
attainment targets evaluation of evaluation of evaluation of evaluation of attainment targets,
trends and students’ students’ progress, students’ progress, students’ progress, trends and
benchmarking. progress, attainment targets, attainment targets, attainment targets, benchmarking.
(reference to attainment trends and trends and trends and
Assessment Policy) targets, trends benchmarking. benchmarking. benchmarking.
and
benchmarking.

61
Teaching and Description and No description Some description Description and Comprehensive Description and analysis
Learning analysis of teachers’ and analysis of and analysis of analysis of most description and of teachers’ practice and
Q 6,9 practice and teachers’ practices teachers’ practices teachers’ practices analysis of most innovations. Strengths
(Focus on innovations. and innovations. and innovations. and innovations. teachers’ practices and weaknesses
Human (Teacher and innovations. identified and explained.
Resource) Performance
Appraisal, training
needs, 4Cs, 5Es,
Common Planning
Sessions, ICT
Integration,
identification of
best practices,
differentiated
instruction,
attendance, etc.)
Analysis of school’s No analysis of Some analysis of Analysis of many Comprehensive Comprehensive analysis
student support school’s student school’s student student support analysis of most of all student support
Student services e.g. support services, support services services and review student support services and review of
Support guidance and no review of and some review of of many safety and services and review safety and security
Q4 counselling and safety and security safety and security security practices of most safety and practices and impact.
school feeding, practices and practices and and impact. security practices Strengths and
behaviour and impact. impact. and impact. weaknesses identified
disciplinary issues, and explained.
critical incident
management plan,
support for children
with special needs
Review of safety and
security practices
and impact.
(Behaviour
Management
Programme,
welfare
programme, SP…)

62
Ethos Description and No description Some description Description and Comprehensive Comprehensive
evaluation of factors and evaluation of and evaluation of evaluation of many description and description and
Q 8, 11 contributing to factors factors contributing factors contributing evaluation of most evaluation of all factors
ethos such as contributing to to ethos. to ethos. factors contributing contributing to ethos.
participation of all ethos. to ethos. Strengths and
stakeholders and weaknesses identified
the school’s physical and explained.
and social
environment.
Identification of
physical and social
challenges and
positive aspects.
(Safety & Security
Policy)
Resources Analysis of the No analysis of the Some analysis of Analysis of the Comprehensive Comprehensive analysis
management of management of the management management of analysis of the of the management of
Q5 non-human non-human of non-human many non-human management of all non-human
Focus on resources resources resources resources. most non-human resources. Strengths and
non-human (utilization and resources. weaknesses identified
resources maintenance, and explained.
alignment to
curriculum and
learning and
teaching targets).
Leadership, Evidence of board Senior Some evidence of Senior Comprehensive Comprehensive
Policy- involvement management involvement of the management team evidence of board evidence of board
Making Senior management team in place but Board and Senior in place and many involvement, involvement, senior
Q 10 team in place and no instructional management team instructional Senior management team in
instructional supervision and some supervision management team place and all
supervision responsibilities instructional responsibilities in place and most instructional supervision
responsibilities clearly stated. supervision clearly clearly stated. instructional responsibilities clearly
clearly stated. stated. 006. supervision stated
responsibilities
Analysis of
clearly stated
management
performance The analysis of all
63
 (SIP, Capacity No analysis of Some analysis of The analysis of The analysis of Management
Building, SMT management management many management most management performance activities is
Action Plan, performance performance and performance performance completed.
reference to the activities is instructional activities is activities is
development of completed. supervision. completed. completed.
various policies)

Any SSE with a rating of at least three in each of the seven criteria and an overall score of at least 21 out of 28 (75%) may be approved. Any
criteria with a rating of 2 or less must be reviewed before the development of the SIP.

64
 Appendix 4
SIP Review Criteria

The criteria are to be used by DSS to review SIPs – (identify strengths and areas for improvement).

Criterion Requirements None (0) Some (1) Many (2) Most (3) All (4) Score

Operational SIP addresses the schools real needs

Plan
Alignment Goals reflect Goals are not Some goals are Many of the goals are Most of goals are All goals are
with MoEYI MoEYI Strategic aligned to MoEYI aligned to MoEYI aligned to MoEYI aligned to MoEYI aligned to MoEYI’s
Strategic Objectives strategic Strategic objectives Strategic objectives and reflect strategic
Objectives Goals reflect objectives and do and reflect Regional and reflect regional regional/local objectives and
Regional and not reflect local / local priorities. /local priorities. priorities. reflect regional
Local priorities. /regional and local
priorities. priorities.
Targets related Targets reflect Targets do not Some targets reflect Many targets reflect Most targets reflect All targets reflect .
to SSE the challenges reflect the the challenges the challenges the challenges the challenges
identified in SSE challenges identified in the SSE. identified in the SSE. identified in the identified in the
and there is identified in the SSE. SSE.
baseline data SSE.
and where
relevant trend
data identified.
Targets Where Targets do not Some targets Many targets Most targets All targets
address NEI applicable, respond to NEI respond to NEI respond to NEI respond to NEI respond to NEI
findings targets respond recommendations recommendations recommendations recommendations recommendations
to NEI
recommend-
dations
Appropriate The necessary Appropriate and Appropriate and Appropriate and Appropriate and Appropriate and
Resources resources adequate adequate resources adequate resources adequate resources adequate
(physical and resources are not are identified, as are identified, as well are identified, as resources are
human) are identified to well as the time as the time needed well as the time identified, as well
identified and complete the needed to complete to complete many needed to as the time
are adequate for tasks. some tasks. tasks complete most needed to
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 the task. Time tasks complete all tasks
needed to
complete task is
indicated.
Tasks Tasks include SIP has no SIP describes some SIP describes many SIP describes most SIP describes all
organizational, description of organizational, organizational, organizational, organizational,
managerial and organizational, managerial and managerial and other managerial and managerial and
other facilitating managerial and other facilitating facilitating actions other facilitating other facilitating
actions needed other facilitating actions needed to needed to achieve actions needed to actions needed to
to achieve the actions needed to achieve the the outcomes. achieve the achieve the
outcomes. achieve the outcomes. outcomes. outcomes.
outcomes.
Logical link Indicators are The indicators are Some indicators are Many indicators are Most indicators are All indicators are
between CREAM (Clear, not CREAM. CREAM CREAM CREAM CREAM
Indicators and Relevant,
Means of Economic,
Verification Adequate, and
Monitorable) There is no clear There is a clear plan There is a clear plan There is a clear There is a clear
and there is a plan to collect the to collect some of to collect much of plan to collect most plan to collect all
clear plan to data the data. the data. the data. of the data.
collect the data
for them.
Logical link Indicators of No logical link Some logical link Logical link made Logical link made Logical link made
between success are made with made with between many with between most between all
Goals and relevant to the indicators of indicators of success indicators of success indicators of indicators of
Indicators goals and success and goal and goal and goal success and goal. success and goal.
address the
aspects required
to reach that
goal
Persons Persons Accountable person Accountable person Accountable Accountable
Responsibility responsible responsible responsible for responsible for many person responsible person
or /accountable for /accountable for some tasks are tasks are clearly for most tasks are responsible for all
accountability Tasks are clearly Tasks are not clearly identified identified clearly identified tasks are clearly
identified clearly identified identified
Financial Plan Financial resources identified and allocated to address all goals

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 Financial Plan Financial plan is Financial plan is Some aspects of the Many aspects of Most aspects of the All aspects of the
aligned to the not aligned to the Financial plan is the financial plan financial plan is financial plan is
approved approved annual aligned to the is aligned to the aligned to the aligned to the
annual budget budget approved annual approved annual approved annual approved annual
budget budget budget budget
SIP Budget Budget shows No budget. Budget shows Budget shows Budget shows realistic Budget shows
tasks and realistic allocation of realistic allocation allocation of funds for realistic allocation
realistic funds for some of funds for many most tasks. of funds for all
allocation of tasks. tasks. tasks.
funds for each.

Implementation Activities are identified and time for implementation included.

plan
Alignment of Activities are Activities are not Some activities are Many activities are Most activities are All activities are
activities and appropriate to appropriate and not appropriate and appropriate and appropriate and appropriate and
tasks achieve the aligned to aligned to respective aligned to aligned to respective aligned to
tasks respective tasks tasks respective tasks tasks respective tasks
Time plan Includes time No time plan for Time plan showed Time plan showed Time plan showed for Time plan showed
plan for activities for some activities. for many activities most activities. for all activities
implementation.

If any line-item receives a score of 2 and below, then the SIP must be rejected and that criterion must be addressed by the school before resubmission.
Any SIP with an overall score of 39 or more may be approved, but the school will be expected to review the areas with low scores, and any comments
on these areas, and reflect the comments as they proceed.

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