GAP ANALYSIS/IDENTIFYING PRIORITY

IMPROVEMENT AREAS
Reporter: Edrohn R. Cumla
 GAP ANALYSIS
• A gap analysis is about finding the differences between the situation called
'where we want to be' and the situation called 'where we are now'.
• 'Where we want to be' requires a clear idea of the new demands being
placed on the organisation and its staff, as well as the ways in which they
and the organisation need to change. Inevitably, this means that while new
things will start happening (we hope) in the school, some others will stop
happening. (National College for Teaching and Leadership)
• It is a guide on assessing the gap between your division targets and school
performance.
 STEPS IN DOING THE GAP
ANALYSIS
• 1. Annalyze your current state – first you need to discover
what we’re calling “the once future you” – where your
organization currently is and where you would like to be.
Start with your current state. Your analysis can include
qualitative information such team processes/methodologies
and quantitative information.

• 2. identify the ideal state – you need to become

strategically idealistic. Where would you like to be? What’s
not happening that should be? And most importantly, what
needs to happen to get there?
• 3. Bridge the gap – This is the hardest part getting
here from there. You have to determine what gaps
exist and how they’re preventing from reaching your
goal. The better part is figuring out how to transcend
the difficulties. Establish clear objectives that will help
you actualize your transirtion.
 THE SWOT ANALYSIS
• This tool used on the marketing assets in each organization. SWOT is an
acronym that stands for strength, weaknesses, opportunities and threats. You
can perform a SWOT analysis both quantitatively and qualitatively.

S W

O T
 PHASE 1
• ASSESS (Analysis-School Processes)

•  Analyze the School Processes

•  How do the teachers teach?
•  How are the students assessed?
•  How are the assessment utilized?
•  How do the principal observe classes?
•  How do the students learn?
•  Prioritize the Improvement Areas  Use Annex 4: Identifying Priority
Improvement areas
 GAP ANALYSIS TEMPLATE
• A. DIVISION TARGETS
• B. SCHOOL PERFORMANCE
• B1. Data Needed
• B2. Currently Contributing
• B3. Inhibiting Factors
• B4. Projects Implemented
• B5. Groups that Require AttentionYes/No Explanation Example: Zero Dropout
• 1. Dropout Rate for last 3 School Years
• 2. Reason for Dropping out NO Dropout rate in the last 3 years has been greater
than 2% Dropout rates due to: -Financial matters -Health problems -Child labor 1.
New strategy in attendance monitoring 2. Teacher counseling students Dis-
advantaged students Reading Compre- hension Develop- ment 1. Phil-IRI Results for
the last 3 SY 2. Analysis of Phil-IRI Results (IR, InR, NonReader) NO Average non-
readers of the school has been greater than 10% -Reading practice -Supple- mental
reading materials 1. Enhanced School Reading Program 2. SBTP on developing
Reading Comprehension of students Non- Readers
• B1. Data needed – What data do we need to assess our school performance
against this Division Target?
• B2. Currently contributing – Is our current school performance contributing to the
attainment of this Division Target? How is it contributing or not contributing? Explain.
• B3. Inhibiting Factors – If contributing, what are the factors that prevent us from
contributing further to this Division Target? If not contributing, what are the factors
that prevent us from contributing to this Division Target? Include the most pressing
needs or problems from available data.
• B4. Projects implemented – What school projects being implemented are geared
towards the attainment of this Division Target? If no such projects are being
implemented, leave it blank.
• B5. Groups that require attention – Are there groups in our school that require
specific attention concerning the attainment of this Division Target? (e.g.,
considering gender, socio-economic status, ethnicity).
 B. SCHOOL PERFORMANCE
A. DIVISION TARGETS B2. CURRENTLY CONTRIBUTING B5. GROUPS
B1. DATA B3. INHIBITING B4. PROJECTS
THAT REQUIRE
NEEDED YES/NO EXPLANATION FACTORS IMPLEMENTED
ATTENTION
1. Dropout rates
High dropout rates due
over the Dropout rates over 1. New strategy on
to the following:
previous three the last three years attendance monitoring Disadvantaged
Example 1. Zero Dropout No - financial matters
years have been greater 2. Teacher counseling students
- health problems
2. Reasons for than 2%. of students
- child labor
dropping out
Basic literacy can be
attained earlier (e.g., by
Grade 1):
Basic literacy All students over the - focusing on the male
Example 2. Attain basic rates by grade past three years have students in Grades 1
Yes Oplan Tutok Basa Male students
literacy by Grade 3 level over the attained basic literacy and 2 that fall behind
past three years by Grade 3. - determining the
reasons why male
students in Grades 1 and
2 fall behind

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 WHERE IS THE GAP? ANY GAP? ! !

•  The GAP is a prospect for improvement

•  The GAP could be a school process or a part of a school process
 PRIORITY IMPROVEMENT AREAS
• :ASSESS Identifying Priority Improvement Areas (Annex 4)
Improvement Area Strategic Importance Urgency Magnitude
Feasibility Ave Interpretation
• Rubric in Identifying Priority Improvement Areas Criteria
Description Scale Strategic Importance The number of other
areas that will benefit when the improvement area is
addressed 5 – Very High 4 – High 3 – Moderate 2 – Low 1 – Very
Low Urgency The urgency or need to improve the area as
soon as possible Magnitude The number of learners that will
benefit when the improvement area is addressed Feasibility
The degree to which the improvement area is within the
school’s mandate and control
 CRITERIA FOR PRIORITIZATION
Instruction: Using the matrix on the next page, please rate each improvement area on five criteria
using a 5-point scale as described below.

Criteria Description Scale

Strategic The number of other areas that will benefit when the improvement
5 – Very High
Importance area is addressed
4 – High
3 – Moderate
2 – Low
Urgency The urgency or need to improve the area as soon as possible 1 – Very Low

Magnitude The number of learners that will benefit when the improvement area
is addressed

Feasibility The degree to which the improvement area is within the school’s
mandate and control
 Afterwards, compute the average rating of each improvement area and
interpret the results as follows:

Average Rating Interpretation

4.5 – 5.0 Very High Priority

3.5 – 4.49 High Priority

2.5 – 3.49 Moderate Priority

1.5 – 2.49 Low Priority

1.0 – 1.49 Very Low Priority

 Strategic
Improvement Areas Urgency Magnitude Feasibility
Importance
END….