2016 Pei Rosario
Short Description
PROYECTO EDUCATIVO INSTITUCIONAL DE LA I.E.S. NUESTRA SEÑORA DEL ROSARIO DE ABANCAY-APURIMAC....
Description
DIRECCIÓN REGIONAL DE EDUCACIÓN DE APURÍMAC
UNIDAD DE GESTIÓN EDUCATIVA LOCAL - ABANCAY
INSTITUCIÓN EDUCATIVA SECUNDARIA “NUESTRA SEÑORA DEL ROSARIO”
PROYECTO EDUCATIVO INSTITUCIONAL
ABANCAY - APURÍMAC
PERÚ
2016
I.E.S. Nuestra Señora del Rosario-2016
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INTRODUCCIÓN A partir de una u na VISION definida de la Institución Educativa Secundaria S ecundaria “NUESTRA SEÑORA DEL ROSARIO” dentro del contexto en que nos desenvolvemos y frente a los retos de los avances científicos – tecnológico del mundo moderno que exige exige el cumplimiento de demandas y expectativas de los padres de familia y estudiantes de nuestra Institución, se define nuestra MISIÓN como una Institución Educativa Secundaria con la misión de formar estudiantes líderes y proactivas que practican valores para el fortalecimiento de las relaciones inter personales, con docentes investigadores, innovadores y competitivos que generan respeto por la cultura, el ambiente e impulsan su conservación y mejoramiento en un clima institucional horizontal basado en el afecto y respeto entre los miembros de la comunidad educativa. El presente “PROYECTO EDUCATIVO INSTITUCIONAL” constituye el perfil de trabajo pedagógico - institucional de la Institución Educativa Secundaria “NUESTRA SEÑORA DEL ROSARIO”, no siendo una carta de presentación o un documento de archivo pasivo, sino el eje de desarrollo educativo sobre el que girará la labor conjunta de la Directora, Los Docentes, el Personal Auxiliar de Educación, el Personal Administrativo, padres de familia, estudiantes y los entes aliados como son las instituciones gubernamentales y no gubernamentales, que permitan fortalecer las debilidades a efecto de formar nuevas generaciones capaces de enfrentar con calidad y competitividad las exigencias de la sociedad.
Sobre la base de un DIAGNÓSTICO de análisis crítico y reflexivo de la identidad local, regional y nacional, surgen los OBJETIVOS ESTRATÉGICOS con alternativas de solución factibles a ser alcanzados en el tiempo y espacio programado. Como parte molecular se considera LA PROPUESTA PEDAGÓGICA con la que se define los principios, enfoques, objetivos y valores; estrategias metodológicas de enseñanza – aprendizaje y la evaluación que permitirá una educación de calidad. LA PROPUESTA DE GESTIÓN como pilar de la organización institucional, está
establecida en un proceso de planificación estratégica con diseño organizacional que propicie el cumplimiento de los objetivos contemplados en el PEI. Con la finalidad de alcanzar la calidad educativa y promover el desarrollo auto sostenido de la Institución Educativa se considera como parte importante del PEI a los Proyectos de Innovación Pedagógica y Productiva, puesto en marcha con planes
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con que cuenta la Institución Educativa y la factibilidad de acceso a los recursos financieros por alcanzar. En suma el presente documento es un instrumento de gestión educativa, en la que se da a conocer una visión estratégica de labor que constituirá el norte de nuestras actividades a realizar en la formación de nuevas generaciones con calidad y calidez de vida.
PROYECTO EDUCATIVO INSTITUCIONAL
I.IDENTIFICACIÓN 1.1. INFORMACIÓN DE LA INSTITUCIÓN EDUCATIVA: EDUCATIVA: : I.E.S. “NUESTRA SEÑORA DEL ROSARIO” INSTITUCIÓN EDUCATIVA EDUCATIVA UBICACIÓN UBICACI ÓN : AV. ABANCAY S/N.CERCADO ABANCAY. UGEL : ABANCAY. NIVEL EDUCATIVO :SECUNDARIA MODALIDAD : MENORES DOCUMENTO LEGAL DE CREACIÓN Y FECHA:
UBICACIÓN GEOGRÁFICA: Resolución Directoral Nº 158-93 del 12 de abril de 1993. Distrito : Abancay Provincia
: Abancay
Región : Apurímac ALCANCE TEMPORAL: Fecha de Inicio Fecha de Término
: Marzo del 2016 : Diciembre del 2021
POBLACIÓN INVOLUCRADA EN EL PEI ESTUDIANTES 473
SECCIONES
DOCENTES
14
22
PERS. AUX. 02
PERS. ADMINISTRATIVO. 06
RESEÑA HISTÓRICA DE LA INSTITUCIÓN EDUCATIVA
Por la política del sector de Educación de la región de Apurímac de mejorar en forma permanente y sostenida la calidad de la educación peruana, orientada hacia la excelencia para lograr el desarrollo de los pueblos, comunidades, y así, por ende del país. Por esa necesidad de cumplir con la demanda educativa en el nivel de educación secundaria
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La Institución Educativa “Nuestra Señora del Rosario”, fue creada por Resolución Ministerial N° 6726 un 7 de junio de 1954 con la denominación “Escuela Primaria de Mujeres de 2do grado N° 664, empezando a funcionar en la casona de la calle Lima (hoy Credi Scocia), posteriormente se traslada al local de Jirón Cusco antiguo Colegio “Miguel Grau” donde también funciona el Centro de Educación Básica Alternativa “Los Próceres”. Por la demanda educativa se crea el nivel secundario de la Institución Educativa “Nuestra Señora del Rosario” el 12 de abril de 1993, con Resolución Directoral Nº 158-93, desde esta fecha viene cumpliendo satisfactoriamente la labor en lo académico, cultural y deportivo. Esmerándose en la formación integral de sus estudiantes.
Por gestión de toda la comunidad educativa del nivel secundario de la Institución Educativa “Nuestra Señora del Rosario” Rosario” se logró la construcción de una nueva infraestructura por el Gobierno Regional Regional de Apurímac, y en la cual, a partir del mes de junio del año 2013 viene funcionado funcionado el nivel primario y secundario en el este nuevo local de la Av. Abancay. Cada 7 de octubre se celebra la Fiesta patronal en nuestra Institución Educativa en honor a la Santísima Virgen del Rosario, Patrona de nuestro Plantel, asimismo se celebra la fecha de creación institucional cada 12 de abril, cumpliendo una esmerada labor académica, cultural y deportiva, forjando profesionales profesionales de reconocimiento r econocimiento regional y nacional. Desde su momento de creación a la fecha viene cumpliendo 23 años de labor educativa satisfactoriamente , siendo la Primera Directora , la Profesora Maria Sullcahuaman Lopez en el año 1993, desde entonces vienen asumiendo el cargo de Director(a) profesionales profesionales de mucha trayectoria; desde el 2015 la Dirección es asumida por la Lic. Andrea Choccata Cruz junto a la plana docente y todos los trabajadores trabajadores posibilitan que de nuestra nuestra Institución egresen jóvenes estudiantes estudiantes que hoy son grandes profesionales profesionales al servicio de la región Apurímac y del País.
1.2. VISIÓN Y MISIÓN VISIÓN En el año 2021 es una Institución líder, formadora de estudiantes competentes que promueve su desarrollo integral para coadyuvar al desarrollo de su región y el país en un entorno de práctica permanente de valores.
MISIÓN Somos una Institución Educativa que forma estudiantes líderes y proactivas que practican valores
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La educación peruana tiene a la persona como centro y agente fundamental del proceso educativo. Se sustenta en los siguientes principios: a) La ética, que inspira una educación promotora de los valores de paz, solidaridad, justicia, libertad, honestidad, tolerancia, responsabilidad, trabajo, verdad y pleno respeto a las normas de convivencia; que fortalece la conciencia moral individual y hace posible una sociedad basada en el ejercicio permanente de la responsabilidad ciudadana. b) La equidad, que garantiza a todos iguales oportunidades de acceso, permanencia y trato en un sistema educativo de calidad. c) La inclusión, que incorpora a las personas con discapacidad, grupos sociales excluidos, marginados y vulnerables, especialmente en el ámbito rural, sin distinción de etnia, religión, sexo u otra causa de discriminación, contribuyendo contribuyendo así a la eliminación de la pobreza, la exclusión y las desigualdades. desigualdades. d) La calidad, que asegura condiciones adecuadas para una educación integral, pertinente, abierta, flexible y permanente. permanente. e) La democracia, que promueve el respeto irrestricto a los derechos humanos, la libertad de conciencia, pensamiento y opinión, el ejercicio pleno de la ciudadanía y el reconocimiento de la voluntad popular; y que contribuye a la tolerancia mutua en las relaciones entre las personas y entre mayorías y minorías así como al fortalecimiento del Estado de Derecho. f) La interculturalidad, que asume como riqueza la diversidad cultural, étnica y lingüística del país, y encuentra en el reconocimiento y respeto a las diferencias, así como en el mutuo conocimiento y actitud de aprendizaje del otro, sustento para la convivencia armónica y el intercambio entre las diversas culturas del mundo. g) La conciencia ambiental, que motiva el respeto, cuidado y conservación del entorno natural como garantía para el desenvolvimiento de la vida. h) La creatividad y la innovación, que promueven la producción de nuevos conocimientos en todos los campos del saber, el arte y la cultura.
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PRINCIPIOS DE IDENTIDAD INSTITUCIONAL INSTITUCIONAL •Somos una Institución Educativa que forma estudiantes líderes y proactivas que practican valores con docentes investigadores en un clima institucional armonioso de las jóvenes de la provincia de Abancay y sus distritos. • Somos una Institución Educativa comprometida con sus metas, desafíos, objetivos y políticas de calidad y mejora continua en el servicio educativo que brindamos. • Promovemos una educación de excelencia que se refleja en nuestros resultados académicos e inserción de las estudiantes a la Educación Superior. • Educamos a estudiantes de diferentes estratos socioeconómicos, con énfasis en la atención con equidad a todas las estudiantes de la Provincia de Abancay y sus distritos, caracterizados por la mantención de un clima organizacional armónico, democrático, participativo e inclusivo. • Somos una Comuni dad Educativa que construye lazos de solidaridad, afectividad y mística, para enfrentar las oportunidades oportunidades y exigencias que le demanda las transformaciones transformaciones de la sociedad actual. • Mantenemos un espacio educativo de continua formación en convivencia efectiva, que orienta su quehacer hacia el camino del saber, que permita a la estudiante experimentar de manera diversa sus dimensiones personales, familiares y sociales, demostrando identidad con la Institución que los cobija, así como responder de manera fluida a una cultura universal cambian c ambiante te y diversa.
CARTEL DE VALORES Y ACTITUDES : VALORES: Los valores constituyen el sustento que orienta el comportamiento individual y grupal, y se evidencian mediante las actitudes que demuestran las personas en los diferentes actos de su vida. ACTITUDES: Las actitudes son formas formas de actuar, demostraciones del sentir y pensar, responder responder a los intereses y motivaciones que reflejan la aceptación de normas o recomendaciones. Las actitudes tienen elementos cognitivos, afectivos y conductuales, y se trabajan transversalmente en todas las áreas curriculares.
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II ANÁLISIS SITUACIONAL 2.1. RESULTADOS DE LOS APRENDIZAJES
CONSOLIDADO del histórico de rendimiento y formulación de metas 2016 del Nivel Secundaria. CONSOLIDADO Área de Comunicac Comunicación ión
2 013
201 4
2016
Área de Matemática
2 015
2016 2 013
2014
2015
Meta** Pronóstico***
Nro. estudiantes*
Nivel SECUNDARI
1 8 - 20 Nro. de estudiantes 14-17 según calificación**** 11-13 0 - 10 1 8 - 20 % de estudiantes segú 14-17 1 1 - 13 calificación 0 - 10
4 43 12 2 15 1 86 30 2 . 7% 4 8 .5 % 4 2 .0 % 6 . 8%
4 50 30 2 25 1 53 42 6 . 7% 5 0 .0 % 3 4 .0 % 9 . 3%
4 60 27 190 206 29 5 .9 % 4 1 .3 % 4 4 .8 % 6 .3 %
Meta**
472
6767 25250 12126 2121 14 . 2 % 53 . 0 % 26 . 6 % 4 .5 %
Nro. estudiantes* 39 186 203 33
8.2% 39.4% 43.1% 7.0%
Nivel SECUNDARI
1 8- 2 0 Nro. de estudiantes 14-17 según calificación**** 11-13 0 - 10 1 8- 2 0 % de estudiantes segú 14-17 1 1- 1 3 calificación 0 - 10
4 23 23 158 209 33 5.4% 37.4% 49.4% 7 .8%
4 31 44 16 1 63 17 1 71 53 53 1 0.0.2% 3737.8% 3939.7% 1212.3%
436 49 17 1 71 18 1 83 31 31 1111.2% 3939.2% 4242.0% 7.7.1%
2014
2015
Pronóstico***
473
7474 22224 15156 2020 1515.6% 4747.3% 3232.9% 4. 2%
70 1 89 1 71 40 14.8% 40.0% 36.2% 8.4%
CONSOLIDADO del CONSOLIDADO del histórico de rendimiento r endimiento y formulación formulación de metas 2016 del Nivel Secundaria. Área de Ciencia, Tecnología y Ambiente Nro. estudiantes* estudiantes*
Nivel SECUNDARIA
18-20 Nro. de estudiantes 14-17 según calificación**** 11-13 0-10 18-20 % de estudiantes segú 14-17 11-13 calificación 0-10
2013 443 5 128 282 28 1.1% 28.9% 63.7% 6 3%
2014 450 23 132 245 80 5.1% 29.3% 54.4% 17 8%
Meta** Pronóstico***
Área de Historia, Geografía y Economía
457
Nro. estudiantes*
2016
2015 460 28 125 268 31 6.1% 27.2% 58.3% 6 7%
47 47 19192 18185 44 44 10.2% 42.0% 40.4% 9 6%
41 122 244 49 9.1% 26.7% 53.4% 10.7%
Nivel SECUNDARIA
18-20 Nro. de estudiantes 14-17 según calificación**** 11-13 0-10 18-20 % de estudiantes segú 14-17 11-13 calificación 0-10
2013
2016 Meta** Pronóstico***
443 5 174 238 16 1.1% 39.3% 53.7% 3 6%
450 3 18 1 86 22 2 25 36 36 0.7% 41 41.3% 50 50.0% 8 0%
460 11 11 14 1 45 27 2 74 22 22 2.4% 31 31.5% 59 59.6% 4 8%
473
1717 25259 16169 2828 3.7% 54 54.7% 35 35.7% 5 9%
13 140 285 31
2.7% 29.6% 60.3% 6.6%
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2.2. RESULTADOS DE LOS INDICADORES DE EFICIENCIA INTERNA INSTITUCION EDUCATIVA SECUNDARIA “NUESTRA SEÑORA DEL ROSARIO”
Nro
DIAGNÓSTICO RESULTADOS 2015
COMPROMIS O
FORTALEZAS
1
Progreso anual delos aprendiz ajes de las estudiant es de la Institució n Educativ a.
Se evidencia que una población estudiantil de 5.9 % está ubicado en el grupo de logros alcanzados, en el área de comunicación entre notas de 18 a 20; en matemática el 5.9 % han obtenido notas entre 18 y 20; en el área de Historia, Geografía y Economía el 2.4 % han obtenido notas entre 18 y 20; en el área de C.T.A. el 6.1 % han obtenido notas entre 18 y 20.
Área de Comunicación
2013
2014
2015
Nro. estudiantes* estudiantes*
443 12 215 186 30 2. 7% 48.5% 42.0% 6. 8%
450 30 225 153 42 6. 7% 50.0% 34.0% 9. 3%
460 27 190 206 29 5.9% 41.3% 44.8% 6.3%
Nro. de estudiantes segúncalificación****
Nivel SECUNDARIA
% de estudiantes según calificación
18- 20 14- 17 11- 13 0-10 18- 20 14- 17 11- 13 0-10
Área de Matemática
2013
2014
2015
Nro. estudiantes*
423 23 158 209 33 5.4% 37.4% 49.4% 7.8%
431 44 163 171 53 10.2% 37.8% 39.7% 12.3%
436 49 171 183 31 11.2% 39.2% 42.0% 7.1%
18-20 14-17 según calificación**** 11-13 0- 10 18-20 % de estudiantes según 14-17 11-13 calificación 0- 10
Nro. de estudiantes Nivel SECUNDARIA
ALTERNATIVAS DE SOLUCIÓN ASPECTOS CRÍTICOS Se evidencia el 6.3 % de las estudiantes están desaprobadas en el área de comunicación; el 7.1.% de las estudiantes están desaprobadas en el área de matemática; el 4.8 % de las estudiantes están desaprobadas en el área de historia, geografía y economía; el 6.7 % de las estudiantes están desaprobadas en
CAUSAS Escaso nivel de comprensión lectora
Promover la comprensión lectora
Poco hábito de lectura.
Promover el hábito de lectura.
Escala de calificación baja (máxima nota: 18) por algunos docentes.
A nivel de docentes se va a mejorar la escala de calificación baja (máxima nota: 18) por algunos docentes).
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Docentes preparados y actualizados pedagógicamente.
Área de Historia, Geografía y Economía Nro. estudiantes* 18-20 14-17 según calificación**** 11-13 0-10 18-20 % de estudiantes según 14-17 11-13 calificación 0-10
Nro. de estudiantes
Directivo y docentes comprometidos en la mejora de los aprendizajes de las estudiantes.
Nivel SECUNDARIA
Área de Ciencia, Tecnología y Ambiente Nro. estudiantes*
Nivel SECUNDARIA
2
Retenció n anual e interanu al de estudiant es en la Institució n Educativ a.
El 97.2 % de la población estudiantil ha concluido el año escolar del 2015 y permanece a la actualidad el 79.3 %.
18-20 Nro. de estudiantes 14-17 según calificación**** 11-13 0-10 18-20 % de estudiantes según 14-17 11-13 calificación 0-10
1er año
Nro. estudiantes
1 09
Porcentaje 2do año
98
Nro. estudiantes Porcentaje
3er año
Nro. estudiantes
1 02
Porcentaje
SECUNDARIA 4to año
Nro. estudiantes
69
Porcentaje 5to año
Nro. estudiantes
82
Porcentaje
Trato empático a las estudiantes por la Directora, Docentes, Personal Auxiliar, Personal Administrativo.
TOTAL del nivel
Nro. estudiantes
46 0
Porcentaje TOTAL de la I.E.
Nro. estudiantes Porcentaje
46 0
2013
2014
2015
443 5 174 238 16 1.1% 39.3% 53.7% 3.6%
450 3 186 225 36 0.7% 41.3% 50.0% 8.0%
460 11 145 274 22 2.4% 31.5% 59.6% 4.8%
2013
2014
2015
443 5 128 282 28 1.1% 28.9% 63.7% 6.3%
450 23 132 245 80 5.1% 29.3% 54.4% 17.8%
460 28 125 268 31 6.1% 27.2% 58.3% 6.7%
0
1
108
104
0.0%
0.9%
99.1%
95.4%
2
3
94
95
2.0%
3.1%
95.9%
96.9%
1
2
99
99
1.0%
2.0%
97.1%
97.1%
1
1
67
67
1.4%
1.4%
97.1%
97.1%
0
3
79
0
0.0%
3.7%
96.3%
0.0%
4
10
4 47
365
0 . 9%
2.2%
97. 2 %
79 .3 %
4
10
4 47
365
0 . 9%
2.2%
97. 2 %
79 .3 %
El 0.9 % del total de la población estudiantil se retiró de la institución.
Por cambio de Se realizará domicilio de los escuela de Padres padres las en la Institución estudiantes se Educativa. trasladan a otra institución Promoción de El 2.2. % de la educativa. talleres de tutoría población para estudiantes y estudiantil se Por incidencias de padres de familia trasladó a otra familias en la Institución institución disfuncionales, Educativa. educativa. problemas familiares y
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Buen institucional.
clima
Docentes demuestran buen desempeño docente. Puntualidad de los trabajadores de la Institución Educativa.
no pertinentes se retiran las estudiantes de la institución educativa. Otro motivo por el que se retiran las estudiantes es el factor económico, los padres que viven en zonas rurales dejan a sus hijas en la ciudad y no hay quien prevea las necesidades económicas de las estudiantes. Embarazo precoz por motivos de que no viven con sus padres las estudiantes. Carencia de apoyo afectivo a algunas púberes y adolescentes.
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3
Cumplimi ento de la calendari zación planifica da por la Institució n Educativ a.
La planificación se ha realizado de la calendarización en la Institución Educativa y en horas efectivas tenemos 1280 horas. Identidad profesional en el cumplimiento de horas efectivas en la I.E. Docentes demuestran buen desempeño docente. Puntualidad de los trabajadores de la Institución Educativa.
Secun.
84
147
154
147
133
84
154
147
147
91
1288
El MINEDU y la UGEL Abancay ha establecido como Inicio del Año Escolar el 14 de marzo del 2016, porque en el 2015 se había planificado iniciar con las labores académicas la segunda semana de marzo del 2016. Invitaciones a la I.E. a actividades extracurriculares que no están planificadas. Incumplimiento de horas efectivas programadas en un 10 %. Promulgación de feriados por autoridades locales, regional y/o nacional.
Desarrollo de actividades permanentes a la hora de ingreso a la institución Educativa. Días feriados no planificados.
Respeto de horas efectivas en institución Educativa. Los Días feriados son planificados desde el mes de marzo.
La práctica de La fiesta patronal y fiestas patronales y religiosa en la I.E. religiosas genera ha sido planificada. inasistencia de estudiantes.
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4
5
Acompa ñamiento y Monitore o a la práctica pedagógi ca en la Institució n Educativ a.
El 90 % de docentes hacen uso pertinente de materiales y recursos educativos en las sesiones de aprendizaje para coadyuvar al logro de aprendizajes en las estudiantes. Docentes comprometidos con su labor pedagógica y en permanente actualización.
Acompañamiento y Monitoreo oportuno a la labor de los docentes en la I.E. Gestión Algunos docentes de de la la Institución Convive Educativa desarrollan ncia actividades Escolar extracurriculares a en la favor de una buena Institució gestión del clima
Número y porcentaje de docentes que cumplen co n los indicadores ("Nivel logrado")
Nivel INICIAL
ASPECTOS Uso del
Uso de
tiempo en el herramientas aula
Materiales y
Total
recursos
metodo metodolóló ica educativos
0
Nro.
Suspensión de labores por situaciones de reclamos sociales. Un porcentaje mínimo de docentes tardan en entregar su carpeta pedagógica oportunamente.
Porcentaje
Nivel PRIMARIA Nivel SECUNDARIA
Toda la IE
0
Nro. Porcentaje Nro. Porcentaje Nro. Porcentaje
20 10 0% 20 12 5%
20 1 00 % 20 1 25 %
20 1 00 % 20 1 25 %
Poca contextualización de las rutas de aprendizaje en las áreas pedagógicas. Pocas reuniones de inter aprendizaje para el manejo de rutas de aprendizaje.
Los docentes deben entrgar con puntualidad sus programaciones. Acompañamiento y Monitoreo a la práctica pedagógica en la Institución Educativa en forma permanente.
Poca disponibilidad de tiempo por el 15 % de los docentes fuera del horario de trabajo.
20 1 00 % 20 1 25 %
Que no se ha solucionado todos los casos de violencia escolar en forma oportuna.
La comunidad educativa debe estar comprometida con la gestión de un buen clima escolar.
Se debe solucionar todos los casos de violencia escolar en forma oportuna.
Cumplimiento en la Talleres
de
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n Educativ a.
escolar. La mayoría de la comunidad educativa comprometida con la gestión de un buen clima escolar. La Institución Educativa tiene implementado el Reglamento Interno. La Institución Educativa está afiliada al SíseVe. En la Institución Educativa está
CASOS DE VIOLENCIA ESCOLAR TOTAL
ATENDIDOS
72
54
160
120
232
174
Institución Educativa Reglamento Interno.
reflexión a favor de del un buen clima CASOS DE VIOLENCIA ESCOLAR escolar. TOTAL ATENDIDOS Realización de pasantías de la 72 54 En la Institución comunidad 160 120 Educativa el Comité educativa. de Tutoría debe 232 174 promover talleres de reflexión para un Actitudes de buen clima escolar. agresividad de algunas púberes y adolescentes.
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Institució n Educativ a.
en la elaboración del Plan Anual de Trabajo (PAT) y del PEI. Reflexión crítica de los actores educativos sobre las actividades a considerar en el Plan Anual de Trabajo (PAT) y en el PEI. Disposición de insumos (Registros de Evaluación, Actas de Evaluación, Actas de Jornadas de Reflexión, Actas de la
Educativa.
Institución Educativa.
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2.3. RESULTADOS DE EVALUACIÓN DE LOS PAT PAT 2015
CONSOLIDADO del CONSOLIDADO del histórico de notas y formulación de metas 2015 2 015 (C.T.A.; H.G.E.) del Nivel Secundaria. Área de Ciencia, Tecnología y Ambiente Nro. estudiantes*
Nivel SECUNDARIO
18-20 Nro. de estudiantes 14-17 según calificación**** 11-13 0-10 18-20 % de estudiantes segú 14-17 11-13 calificación
20 12
2013
2015
20 14 Meta**
411 1 123 229 58 0.2% 29.9% 55 7%
443 5 128 275 35 1.1% 28.9% 62 1%
450 23 142 228 70 5.1% 31.6% 50 7%
Pronóstico** *
453 47 47 32 28 283 144 13 130 231 0 63 10.4% 7.0% 62.5% 31.8% 28 7% 51.1%
Área de Historia, Geografía y Economía
Nivel SECUNDARIO
Nro. estudiantes* Nro. de estudiantes calificación**** según % de estudiantes según calificación
18-20 14-17 11-13 0-10 18-20 14-17 11-13
2012
2013
2015
2014 Meta**
361 2 120 232 57 0.6% 33.2% 64 3%
443 8 171 238 16 1.8% 38.6% 53 7%
450 2 187 225 36 0.4% 41.6% 50 0%
Pronóstico** *
453 55 4 29 297 209 10 108 189 0 6 12.1% 0.8% 65.6% 46.1% 23 8% 41.7%
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CONSOLIDADO del histórico de rendimiento y formulación de metas 2016 del Nivel Secundaria. CONSOLIDADO del 2016 Área de Ciencia, Tecnología y Área de Historia, Geografía y 2 01 3 2 014 2015 2013 Meta** Pronóstico*** Ambiente Economía Nro. estudiantes*
Nivel SECUNDARIA
18- 20 Nro. de estudiantes 14- 17 según calificación**** 11- 13 0-10 18- 20 % de estudiantes según 14- 17 11- 13 calificación 0-10
443 5 128 282 28 1.1% 28.9% 63.7% 6.3%
450 23 132 245 80 5. 1% 29. 3% 54. 4% 17. 8%
460 28 125 268 31 6. 1% 27.2% 58.3% 6. 7%
457
4747 19192 18185 4444 10. 2% 42. 0% 40. 4% 9.6%
Nro. estudiantes* 41 122 244 49 9.1% 26.7% 53.4% 10.7%
2.4. ANÁLISIS DEL FUNCIONAMIENTO DE LA I.E.
Nivel SECUNDARIA
18-20 Nro. de estudiantes 14-17 según calificación**** 11-13 0- 10 18-20 % de estudiantes según 14-17 11-13 calificación 0- 10
443 5 174 238 16 1. 1% 39. 3% 53. 7% 3. 6%
2 01 4
20 15
450 3 18 1 86 22 2 25 36 36 0.7% 41 41.3% 50 50.0% 8.8 .0%
460 11 11 14 1 45 27 2 74 22 22 2. 4% 31 31. 5% 59 59. 6% 4.4 . 8%
2016 Meta** Pronóstico*** 473
1717 25259 16169 2828 3. 7% 54 54.7% 35 35.7% 5. 9%
13 140 285 31 2.7% 29.6% 60.3% 6.6%
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2.5. RESUMEN DE DIAGNÓSTICO INTEGRAL DE LA INSTITUCIÓN EDUCATIVA CARACTERIZACIÓN DE LA REALIDAD EDUCATIVA
NACIONAL: *Como sociedad se requiere de las decisiones acertadas de los Gobiernos de turno, provisión de recursos económicos y compromiso de la toda la colectividad para mejorar el servicio educativo nacional. *Reconocimiento de la diversidad cultural, lingüística y biológica existente en nuestro país y su importancia en la formación del sentido s entido de pertenencia. REGIONAL: *Dificultad del manejo y poco conocimiento de los instrumentos pedagógicos, marco
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COGNITIVA
Estudiantes con problemas de rendimiento académico. Influencia del bajo nivel de formación cultural de los padres de familia en sus hijas.
Alumnas líderes, líderes, competentes y capaces capaces de afrontar situaciones distintas y en diferentes circunstancias. Padres comprometidos en la educación de
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curricular y nuevos enfoques pedagógicos.
Capacitaciones oportunas
Apoyo permanente por parte de los especialistas en
Difusión y conocimiento de
Política educativa sostenible
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2.3. ANÁLISIS FODA AREA PEDAGÓGICO: a) CURRÍCULO: FORTALEZA
OPORTUNIDAD
DEBILIDAD
AMENAZA
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Padres de Familia sólo con Educ. Primaria. Falta de ambientes en la I.E. Baja autoestima en los estudiantes. Falta de práctica de valores.
ANÁLISIS FODA MICROAMBIENTE
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Oportunidad de capacitación y actualización docente. Disponibilidad de los recursos naturales. Diversidad de materiales en el entorno. Identificación de las
Formar liderazgo en las estudiantes. Organizar Cursos Talleres en Comprensión Lectora, en convenio con instituciones aliadas. Promover el aprovechamiento sostenido de los
Fortalecer el autoestima personal y comunal en los estudiantes. Promover la práctica de valores. Promover la práctica de la lectura y de las técnicas de estudio. Promover la Escuela de Padres.
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