,

Year of Strengthening National Sovereignty

INSTITUTIONAL EDUCATIONAL PROJECT

IES 'JOSÉ ANTONIO ENCINAS'
A LOT

2022 – 2024
 INSTITUTIONAL EDUCATIONAL PROJECT OF THE IE1
JOSÉ ANTONIO ENCINAS - PUNO

Year of approval: Validity period:

2022 2022 -
2024
A. GENERAL DATA OF THE IE:

Name of the IE IES JOSÉ ANTONIO ENCINAS - PUNO

Level(s) or cycle(s) SECONDARY VI and VII
Modality(ies) EBR MINORS
Shift Tomorrow
IE address JR. LOS ANDES 246
Department Puno
Province PUNO
District Puno
Phone 051350969
Name of the director UBALDO RODRIGO PARI HUMPIRI
Email : ubaldopari@[Link]
Type of management Direct management public

Identification codes of the IE

Code Type Number

Modular 0578799

Members of the educational community

Members Number
Students 194

Directives 1

Hierarchical 1

Docentes 19

Administrative 6

_______________________:

________________________:

For the development of the PEI you can add an approximate number of words per section, any additional element you think is
1

It is pertinent to add, you can include it as an annex.

 Institutional Educational Project of the IES José Antonio

B. IDENTITY OF THE IE

1. Who are we?

We are a public educational institution at the secondary level of regular basic education with the
name of our renowned teacher "José Antonio Encinas", we are located at Jr. Los
Andes 246 Neighborhood 'José Antonio Encinas' in the city of Puno. We provide an education of
quality with a vision for the future for students, who come from the rural environment and some
nearby districts, their mother tongue is mostly Quechua, whose families are dedicated to the
agricultural activity and independent activities such as commerce and others. It is characterized by
the practice of the Andean worldview and popular culture.

2. What is our mission?

In 2022, to be an educational quality institution with a vision for the future, a leader in training.
integral of the students who achieve the development of their skills, abilities, and attitudes with
values. Capable of using technology that contributes to the development of society.
Ensuring that all students complete secondary education in the VI and VII cycle of the
regular basic education, strengthen the learning established in the national curriculum and
achieve their integral development in safe, inclusive spaces, of healthy coexistence and free from
violence. And likewise facing the challenges of the modern world.

3. What is our vision?

By 2024, we will be an educational institution that provides our students with training.
integral, innovative and develops fundamental individual and group capabilities;
developing their self-esteem and social and environmental awareness based on respect, honesty and
responsibility guaranteeing a better quality of life that allows them to face challenges
of the competitive world, who are citizens with rights and responsibilities, and that
contribute to the development of their communities and the country by combining their cultural capital and
natural with global advances in accordance with the CNEB exit profile.

4. What values do we practice in our daily work?

1. The Étca, which inspires an education that promotes the values of peace, solidarity,
justice, freedom, honesty, tolerance, responsibility, work, truth, and fullness
respect for coexistence norms; which strengthens individual moral awareness and makes
a society based on the permanent exercise of responsibility is possible
citizen.

2. Equity, which guarantees all equal opportunities for access, permanence, and treatment in
a quality educational system.

3. Inclusion, which incorporates people with disabilities, excluded social groups,

marginalized and vulnerable, especially in rural areas, without distinction of ethnicity,
religion, sex or another cause of discrimination, thus contributing to the elimination of the
poverty, exclusion, and inequalities.
Institutional Educational Project of the IES José Antonio

4. The quality that ensures appropriate conditions for a comprehensive, relevant education.
open, flexible, and permanent.

5. Democracy, which promotes unrestricted respect for human rights, freedom

of conscience, thought, and opinion, the full exercise of citizenship and the
recognition of the popular will; and that contributes to mutual tolerance in the
relationships between people and between majorities and minorities as well as the strengthening of
Rule of Law.

6. Interculturality, which embraces the richness of cultural, ethnic, and linguistic diversity.
of the country, and finds in the recognition and respect for differences, as well as in the
mutual understanding and learning attitude of the other, support for coexistence
harmonious and the exchange among the various cultures of the world.

7. Environmental awareness, which motivates respect, care, and conservation of the environment.
natural as a guarantee for the development of life.

8. Creativity and innovation, which promote the production of new knowledge

in all fields of knowledge, art, and culture.

C. PEDAGOGICAL PROPOSAL

The pedagogical proposal of our scientific humanist institution places the protagonists of their learning at
the students themselves who, collaboratively, build their learning with strategies
innovative and based on research. Their cultural and linguistic characteristics are taken into account and
they develop and evaluate competencies based on the knowledge and values of the local culture articulating with the
new knowledge.

1. NATIONAL CURRICULUM OF BASIC EDUCATION: is one of the instruments of the policy

educational framework of Basic Education. It shows the vision of the education we want for the
students from the three modalities of Basic Education: Regular Basic Education, Education
Special Basic and Alternative Basic Education. It gives a common sense to the set of efforts that
The Ministry of Education of Peru is working on improving learning, teacher development,
improvement of management, educational spaces and infrastructure.

2. GRADUATE PROFILE OF BASIC EDUCATION: it is the common and comprehensive vision of the learnings
What students should achieve by the end of Basic Education. This vision allows for unification.
criteria and establish a path towards common results that respect our social diversity,
cultural, biological and geographical. These learnings constitute the right to an education of
quality and are linked to the four main areas of performance that must be nurtured by the
education, specified in the General Education Law: personal development, exercise of the
citizenship, connection to the world of work, and participation in the knowledge society.

3. CROSS-CUTTING APPROACHES: correspond to the meanings and valuations that permeate the
traits of the profile and the competencies. They are the foundation of the curricular construction and are articulated with the
principles of the General Law of Education. They translate into specific ways of acting, which,
 Institutional Educational Project of the IES José Antonio

to the extent that they are considered valuable and therefore desirable for all, they constitute values and
attitudes that both students, teachers, and authorities must strive to demonstrate in the
daily dynamics of the school. The cross-cutting approaches guide the work at all times.
pedagogical and imprint characteristics on the various educational processes, including practices and
forms of organization that the educational institution carries out. The cross-cutting approaches of the Curriculum.
The National Basic Education principles are: Interculturality, Inclusion or Attention to Diversity, Equality
of gender, of Rights, of the Common Good, Environmental Focus and Pursuit of excellence. These
approaches are part of international agreements and policies that the State acknowledges and subscribes to
Peruvian.

4. COMPETENCE: It is the ability that a person has to combine a set of skills.

to achieve a specific purpose in a given situation, acting pertinently
and with ethical sense.

5. CAPABILITIES: they are resources to act competently. These resources are the
knowledge, skills, and attitudes that students use to face a situation
determined. These abilities involve minor operations involved in the competencies, that
more complex operations.

6. LEARNING STANDARDS: they are descriptions of the development of competence at levels of

increasing complexity, from the beginning to the end of Basic Education, according to the sequence
what most students who progress in a certain competition follow. Likewise,
they define the level that all students are expected to reach by the end of the cycles of the
Basic Education.

7. PERFORMANCE: they are specific descriptions of what students do regarding the

levels of development of competencies (learning standards). They illustrate some actions
that students demonstrate when they are in the process of reaching the expected level of the
competition or when they have achieved this level.

EDUCATIONAL SPACES: are environments that promote the development of learning of

students. These spaces facilitate the interrelations of the student with people, objects,
realities or contexts that provide valuable experiences and information to achieve
specific purposes or solving problems with relevance and creativity. These spaces are designed
and are organized according to the conceptions of how students learn, and are leveraged
according to the pedagogical intentions of the teachers and the students' own curiosity.

[Link] FOR MANAGEMENT

In the structure of the educational system, the I.E is the first and main instance of management.
decentralized education. In that sense, it plays a fundamental role in delivering the service
that seeks to meet the demands of students, their families, and the community. From this
In this way, the I.E is located within a chain of inter-institutional actions and a flow of
feedback that starts and ends with it.

The identification of the Processes of the Educational Institution is a tool that aims to
achieve efficiency and autonomy in the management of the I.E. It provides opportunities for improvement in the
organization, distinguishing functions, activities, responsibilities and establishing objectives
Institutional Educational Project of the José Antonio IES

clear that ensure the quality of learning. Process management in the educational institution allows
identify all that constitutes your daily activities, making visible the sum of efforts
from the educational community to complete a total process, more than an activity that depends
of a particular function.

The educational institution develops process management when it identifies and organizes its
activities and tasks to achieve their objectives and attain student learning.
process management implies constantly reviewing the work done in all areas.
organs of the IE, allowing for the timely resolution of problems in pursuit of improvement
continue. In addition, it establishes responsibilities that involve the educational community in order to
work in an articulated and participatory manner. In that sense, process management in the IE
moves away from a function-based dynamic and identifies with an integrated and dynamic organization that
It is distinguished by its performance in providing quality educational service.

Process Levels:

The levels of the processes refer to the development and breakdown of each process in the chain.
of value. Each main process is composed of more specific level 0 processes and the
Activities of these correspond to a level 1. One way to identify the levels of the
the processes are as follows:

Processes Level processes Level 1 subprocesses

Strategic 0

Address and Develop It has a PEI developed with the participation of

leadership planning the educational community (Management team,
institutional
teachers, students, parents and mothers of
family).
They have a PCI that guides the processes
pedagogical through diversification
curricular.
It has a PAT that establishes annual activities.
based on the commitments of school management.
It has a RI that establishes the functions rights,
sanctions and stimuli of the members of the
educational community.

Manage ➢ Implement projects y programs of

relationships public and private institutions considering the
interinstitutional
objectives of the I.E
and community
➢ Promote interinstitutional alliances and/or
 Institutional Educational Project of the IES José Antonio

community efforts to achieve the objectives of the I.E.

➢ Make and implement benefit agreements
mutual with organizations and/or representatives of
the community.
Evaluate management ➢ Carry out timely and relevant the
school monitoring actions on the activities of the
processes that take place in the I.E
➢ Evaluate the results of the performance of the I.E.
recognizing their advances and limitations.
➢ Implement mechanisms and improvement strategies
continue the functioning of the I.E
ensuring the sustainability of the service
provided education.
➢ Provides information periodically to the
educational community about the results of
learning and management of the I.E

Management Development ➢ Organize and timely carry out the process of

educational enrollment registration, providing information about the
y
school trajectory of the students.
coexistence
➢ Organize and carry out the process in a timely manner.
school
ratification of the registration, ensuring the
persistence of students.
➢ Ensures the student's permanence in the
educational system, through timely attention
during the reception and granting of
transfers.
Prepare ➢ Organize and carry out the process in a timely manner
conditions for registration, providing information about the
the management of the
school trajectory of students.
learnings
➢ Organize and timely carry out the process of
ratification of the registration, ensuring the
persistence of students.
➢ Organize and verify the distribution of spaces for
ensure pedagogical processes.
Institutional Educational Project of the IES José Antonio

Strengthen the ➢ Implement collaborative work strategies

performance permanent among the teachers of the I.E
teacher
➢ Conducts research and pedagogical innovation
related to the management of learning and
school management.
➢ Implement support actions and
pedagogical monitoring to improve management of
the learnings.
Manage the ➢ Ensures and guarantees the holding of the sessions of
learning learning, considering the didactic sequence and
using pedagogical strategies.
➢ Implement school reinforcement activities to
students who show difficulties in
learning.
➢ Carry out tutoring or mentoring actions
integral to the student.
➢ Evaluate the performance and effectiveness of your
students, based on the learnings
expected.
➢ Issues records and certificates in a timely manner
of student learning.
Manage the ➢ It has a Tutoring Committee that establishes from
coexistence consensual way of living together norms that
school and the
are part of the Internal Regulations.
participation
➢ Develop strategies and spaces to provide
emotional support and protection for women and men
students and the educational community.
➢ It has spaces that promote the
student participation and organization (Municipality
school, student council and others).
➢ It has mechanisms to involve the
families in the learning of their children (School of
parents, personalized attention meetings,
activities for the start of the school year)
 Institutional Educational Project of the IES José Antonio

Support to Manage the ➢ Organizes and supervises the workday of

functioning resources staff to ensure the provision of the service
not of the IE humans.
educational.
➢ Accompanies and monitors the work performance of
staff of the IE to identify strengths and
weaknesses.
➢ Manage and implement related activities
to the strengthening of the staff's capabilities
the IE for improving service quality
educational.
➢ Control and report promptly the
compliance with the work schedule of the staff.
To conserve Organizes and implements cleaning actions and
infrastructure and maintenance of basic services and
basic services and
infrastructure, ensuring healthy spaces.
complementary
➢ Carries out, manages, and evaluates the implementation of
complementary services.
➢ Adopt security and/or management measures of the
disaster risk in the I.E.
Manage the ➢ It has information about the quantity and
goods, resources state of goods, resources, and materials
and materials
educational, informing about the increases and decreases.
educational
➢ Implement mechanisms and procedures for the
distribution and preservation of goods,
materials and educational resources.

Administer ➢ Plan and execute the expenses of the I.E in a

resources planned guaranteeing a transparent management
economic

Processes Processes of Level 1 sub-processes

strategic level 0
Educational Institutional Project of the IES José Antonio

Address Develop It has a PEI developed with the participation of the

y planning educational community (Management team, teachers,
leadership institutional students and mothers.
They have a PCI that guides the pedagogical processes through
of curricular diversification.
➢It has a PAT that establishes the annual activities in
function to the commitments of school management.
It has a RI that establishes functions, rights, and sanctions.
and stimuli from the members of the educational community.

Manage Implements projects and programs of institutions

relationships public and private considering the objectives of the I.E
inter-institutional ➢ Promotes inter-institutional and/or community alliances
and community to achieve the objectives of the I.E
➢ Establishes and implements mutually beneficial agreements with
organizations and/or representatives of the community.

Evaluate management Timely and pertinent actions are taken.

school monitoring of the activities of the processes that are
develop in the I.E
Evaluate the results of the functioning of the I.E.
recognizing their advances and limitations.
Implement mechanisms and strategies for continuous improvement
of the functioning of the I.E ensuring sustainability
of the educational service provided.
Provides information periodically to the community
educational about learning outcomes and management
of the I.E

Management Development Organizes and timely carries out the enrollment process.
educational registration providing information about the educational background of
or y the students.
coexistence Organizes and promptly carries out the ratification process.
the schoolboy from the enrollment, ensuring the retention of the students
estudiantes.
Ensures the student's permanence in the system
educational, through timely attention during the
receiving and granting transfers.

Prepare Organizes and timely carries out the enrollment process.

conditions for providing information about the academic background of
the management of the the students.
 Institutional Educational Project of the IES José Antonio

learnings Organize and carry out the ratification process in a timely manner.
of the enrollment, ensuring the permanence of the individuals
students.
Organizes and verifies the distribution of spaces to ensure
the pedagogical processes.

Strengthen the Implement permanent collaborative work strategies.

performance among the teachers of the I.E
teacher Conduct research e pedagogical innovation
related to the management of learning and management
school
Implement support and monitoring actions
pedagogical to improve the management of learning.

Manage the Ensures and guarantees the conduct of the sessions.

learnings learning, considering the didactic sequence and
using pedagogical strategies.
Implement school reinforcement activities for students.
that show learning difficulties.
➢ Carries out tutoring or comprehensive accompaniment actions to
student.
Evaluate the performance and achievement of your students in
function to the expected learning outcomes.
Issues timely records and certificates of
student learning.

Manage the It has a Tutoring Committee that establishes in a manner

coexistence agreed-upon coexistence rules that are part of the
school and the Internal Regulations.
participation Develop strategies and spaces to provide support
emotional and protection for the students
educational community.
It has spaces that promote participation and
student organization (School municipality, council
student and others).
It has mechanisms to involve families in the
learning of your children (Parents' school, meetings of
personalized attention, activities for the beginning of the year
school.
Institutional Educational Project of the IES José Antonio

Support to Manage the Organizes and supervises the workday of the staff to
resources work guarantee the provision of educational service.
lie of humans. Accompanies and monitors the work performance of the staff
the IE from the EI to identify strengths and weaknesses.
Management and implementation of activities related to
strengthening of the capacities of the staff of the IE for the
improvement of the quality of educational service.
➢Controls and reports in a timely manner the compliance of the
working hours of the staff.

Conserve Organizes and implements cleaning actions and

infrastructure and maintenance of basic services and infrastructure,
basic services and guaranteeing healthy spaces.
complement Performs, manages, and evaluates the implementation of services
buntarios complementary.
Adopt security measures and/or risk management of
disasters in the I.E

Manage the It has information about the quantity and status of the
goods, resources and goods, resources and educational materials, informing about
materials of the highs and lows.
educational ➢Implement mechanisms and procedures for the
distribution and preservation of goods, materials and
educational resources.

Administer Plan and execute the expenses of the I.E. in a way

resources planned ensuring a transparent management
economic
[Link] OF IE

1. Diagnosis of compliance with the conditions for the operation of the IE:

Analysis of the level of implementation of the conditions

for the functioning of the IE
CG
E Fortresses Weaknesses

Compliance is guaranteed for the Activities are not planned in the

total hours of classes and shifts expected time. For this reason the
labor policies that is 100%. activities are not scheduled
There is a record of The different areas do not present
absences and tardiness. their scheduled activities for the
3 scheduling in a timely manner.
RECORD OF ABSENCES AND
Delays
Still be continue presenting
absences and tardiness on the part of
C of the students
It has been prepared, disseminated and Little time availability of the
done follow-up a the commissions for carry out the
scheduling of the weeks of follow-up on the activities of the
management and reading with the activities reading and management weeks, as
extracurricular also from the activities
extracurricular
Timely registration ratification Constant interruption of the SIAGIE
from the students; approval and due to saturation in the system
issuance of enrollment certificates
in the SIAGIE
Budget is available (MINEDU Lack of communication about the
– . APAFA) for to carry out execution of the budget to the
maintenance of needs educational community
focused infrastructure Poor signage of routes
evacuation and safe zones, such as
biosecurity signals
Most teachers have Little information to the teachers,
with planning documents about the monitoring results
curricular and the Plan is available pointing out the achievements, the difficulties,
monitoring and support to the the opportunities for improvement of the
pedagogical practice. practice pedagogical y the
4
commitments.
Follow-up on the achievement of the Due to a activities
learnings, through the extracurricular activities and unforeseen events (absence

quarterly evaluations, to the of connectivity or low signal of

descriptive conclusions of the internet, pocotempo) is not carried out
reports of progress the reflection of the results on the
monthly. quarterly evaluations
Use of rubrics Lack of systematization to the
 classroom observation and others collected results and reflection for
instruments for collecting continuous improvement.
information about performance
teacher.
It is stated in the Internal Regulations Limited application of the rules of
like another chapter, the rules coexistence
of coexistence of the IE, which are from the IE, due to lack of written dissemination
updated quarterly. or virtual.
The Tutoring Plan is available and Parents' carefree attitude and
5 orientation educational for mothers of the family to carry out
teachers, students and parents of activities socio-emotional
family (Family gatherings) that are in
the Tutoring and Guidance Plan
Educatevay did not report any cases.
that require the report to Siseve.

The school agenda is available and Lack of interest on the part of the
WhatsApp group, website of the IE Parents in the review of the
as channels of communication between school agenda and the website.
the members of the community
educational.

2. Diagnosis of the environment in relation to the conditions for the

functioning of the IE:

Analysis of the characteristics of the environment of the

CG IE
E
Opportunities Threats

The preparation and approval of the Lack of interest from parents

scheduling before the good start to maintain fluid communication
of the school year according to a with the I.E. what does not allow to stay up to date
normativity. regarding the issued documents
Timely delivery of materials and Texts and workbooks of
educational resources provided by the according to the number of students
3
UGEL Puno approved and not enrolled (not
they have the number of texts
sufficient
Participation of the nearby post to Pocotempo in the accompaniment to
school to work on health aspects students and their families in aspects
mental and physical integrity. socio-emotional, lack of information
Sanitary material is available such as truthful about vaccination against the
preventive measure against COVID. COVID, little hygiene material.
The educational institution is located Limited spaces for socializing
located on the outskirts of the city of actions related to improvement
Pond near the health post and in of learning and insecurity due to
a busy road. the heavy vehicle traffic near
the institution.
Update and training through Social upheaval due to: pandemics
 of platforms virtual of (COVID-
4
tools and technological resources 19) disasters natural
for teachers and students (floods, drought, cold spell), crisis
political and social (strikes)
There is active participation of the Sudden changes in the climate that
Parents in the activities make it difficult
institutional. attendance of students and teachers at
the institution.
To have the guidelines for the The rules of coexistence at home and
management of school coexistence and the from the neighborhood are not the same as those from the

protocols for care of the Educational Institution.

violence against children and adolescents.

Meetings y parents' school The parents do not

organized by the IE that allows the assist voluntarily.
5 guidance on support
socio-emotional towards the community
education
Use of social networks and the Inappropriate use of social media and
internet, to give a to know y from the internet, by the
communicate the current protocols regarding students.
school and family violence. Television media that
they spread physical and psychological violence.
3. Diagnosis of the results of the management of the IE:

Analysis of the IE results

C
G Results Causes
E

The number of has decreased The change of the evaluation

failed students in the numerical by the literal evaluation
the last two years in comparison what the approach offers
with the year 2019 in a percentage competencias (AD, A, B y C)
of 30.6%, especially in areas
like mathematics

Most of the percentage of Little reading habit, lack of

1 the two classrooms in the previous year daily practice in mathematics; like this
is at the level Start the same neglect and abandonment of
and in a greater percentage in the some parents of family
areas that took the ECE test as the students move to
the higher cycles.

Participation has decreased. Lack of participation of the

academic performance of the students with students for the conditions in
regarding the year 2019, in those who lived in the context of
comparison with the years 2020 and pandemic
2021.
Inadequate application of the approach
In the same way, it has decreased by competencies.
the number of students that
they had a notable achievement in both Inadequate use of instruments
last years, in comparison to the evaluation (descriptions)
year 2019.
Connectivity

Approaches of the areas

fundamentals and the little time
for self-training.

In this last year, the IE has The decrease is given by the

reduced the number of disadvantage that students
students enrolled from institutions
2021(194) regarding the year private schools return to their colleges of
2020(202), highlighting that in the origin due to the beginning of the
year 2019 the number of in-person classes
students was 189. Taking
 in consideration of the students
transferred and portrayed.
The educational institution has The academic competitive level
2 advanced in achieving the it is only based on competencies and
competencies. no knowledge.

The percentage of the students

repeaters in the year 2020 is Teacher-student relationship, the
0% just like the year 2021. approach formulation by
competencies and the standards of
evaluation that indicate the
student promotion
during these last two years.

As a rule, it was established the

guided promotion for achievement of
their learnings.
F. INSTITUTIONAL OBJECTIVES AND GOALS

1. Objectives of the IE:

N. Institutional objectives
°
CG
E1 Improve the achievement of learning for students in
correspondence to the demands of the environment and the needs of
learning according to the grade.
CG Guarantee the permanence and timely completion of education
E2 basic education of the students of the IE according to the risk factors of
identified school dropout
CG Increase the maintenance of health and safety spaces
E3 from the Educational Institution, through a schedule of activities

CG Ensure the monitoring and support of grade teachers

E4 of specialty, evaluating the usefulness and relevance of the strategies of
strengthening
CG Increase the implementation of the coexistence norms of the
E5 educational institution in all its levels

We recommend placing the CGE(s) related to each proposed objective.

2. Goals related to the results of the IE:

N. Objective Indicators Goals

° institutional
1
Improve the achievement of Percentage of By 2024, increase the
learned from those and students what expected level of achievement
the students in obtain a level of of the students
correspondence to the expected achievement in the that participate in the
demands del generated evaluations generated evaluations
environment y the by the teachers and the by the teachers and the
needs of standardized. standardized.
learning according to the
degree

2 Verification of the By 2024, increase the

Guarantee the
permanence and the Quality statistics number of students
educative that designates enrolled in a
timely culmination
the number of 10%
of basic education
students (SCALE)
of the y the
students of the IE
according to the factors of
risk of abandonment
identified school
3 Verification of To have a
Increase the compliance plan of new infrastructure
maintenance of the risk with healthy spaces and
healthy and Inventory of spaces insurance.
security of the with which it counts the
Educational Institution institution
through a
schedule of
activities

4 To guarantee the Monitoring plan 100% of teachers

monitoring y they tell with
accompaniment of documents
the teachers of pedagogical.
degree y of
specialty
evaluating the usefulness
and belonging of the
strategies of
strengthening.
5 Increase the Tutoring plan (rules 100% of the teachers and
implementation of of coexistence, school tutors fulfill with
the rules of of parents) the established rules
coexistence of the in the tutoring plan
educational institution 100% of parents of
in everyone sus family participates y
estate fulfills with the
established in the plan
of tutoring.
3. Annualized results targets of the IE:
Annualized goal
Goals Meta
Indicators Verification source Baseline ( %) Year Year Year A
CGE 1 and 2
20 202 202 ñ
22 3 4 o
3
Al 2024 5% 10% 15%
increase the
level of achievement Percentage of Registration of
expected of the y students what systematization of 70% 30%
the students who achieve a level the minutes of
participants of the of expected achievement evaluation
evaluations in the evaluations generated by the
generated what generates the teachers and the
by the IE by 30% own IE. standardized.
(100%) with
- regarding the
10
result of the year
2019
(70%).
In the third year of 2024, Percentage of Records of 10.3% 36.5% 6% 12% 18%
reduce the number students what evaluation.
of students who achieve a level of Acts of
are located in expected achievement in SIAGIE evaluation
the starting level in the assessment of
the area of Science and competencies
Technology
Permanence of
students.

Al 2024, Percentage of Information 80 % 20% 5% 7% 8%

increase the students emit of the SCALE
number of enrolled according to Cards of
students to SIAGIE and the registration
enrolled in a STOPOVER
20%
4. Goals related to the operational conditions of the IE:
Annualized target
Goals Met
Indicators Verification source Baseline a A A A A
CGE 3, 4
and 5 o %) ñ ñ ñ ñ
o o o o
1 2 3
It will be guaranteed in Maintenance Plan of 5% 10 15
a 100% the of spaces maintenance
% %
maintenance healthy, safe of the school locality.
of the spaces and accessible that
healthy y guarantee the
insurance of the IE. health and integrity
physical of the Card of 50% 30%
community maintenance
educative
including the Inventory
- risk management
11
emergencies y
disasters
having in
account the
different
modalities y
shifts of the IE.
100% of Teachers with Documents 5% 10 15
teachers say schedules pedagogical
% %
with documents regarding the 70% 30%
pedagogical. approach by
competencies,
tutoring plan
By 2024, 100% of Percentage of
teachers parents Photos. 50% 50%
they organize the that attend to the
meetings and parent school Reports.
days with and accompanies his Attendance list
parents. children in improvement
of the [Link]
of yours
learning
 Annualized target
Goals Met
Indicators Source of verification Baseline a (# A A A A
CGE 3, 4
o %) ñ ñ ñ ñ
and 5 o o o o
1 2 3 4

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12
 Institutional Educational Project - Ministry of Education

G. ANNEXES
From here on, the annexes of the PEI that have been considered relevant for the IE are presented.
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