DEPUTY SECRETARY OF HIGHER MIDDLE EDUCATION

SEP
SECRETARY OF
GENERAL DIRECTORATE OF BACCALAUREATE

PUBLIC EDUCATION

Guidelines for
the elaboration of the
Continuous Improvement Plan
(PMC)

DGB/DCA/2019
Content
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FOLLOW-UP. PARTIAL REPORT (November - 20)......................................................................55
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FOLLOW-UP FINAL REPORT SCHOOL CYCLE 20 - 20.............................................................57
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Activate Windows........................................................................................................................58
References.......................................................................................................................................65
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Introduction

One of the government's commitments is to promote and strengthen the construction of the new
Mexican school in a framework of excellence and equity, and in which the role of the teacher is
revalued, recognizing him as a natural leader within the school and the community. .

This new education scheme implies significant changes in the schools, driven by leadership, innovation,
proposals for improvement, as well as the training of young entrepreneurs, sensitive to their
environment and committed to their community.

In this context, it is necessary to implement an institutional planning process that guides the actions
that regulate and optimize the functioning and development of the operation of a campus, based on
current regulations.

This document “Guidelines for the Preparation of the Continuous Improvement Plan (PMC)”, has as
its guiding axis the Public Policy Lines for Higher Secondary Education (SEMS, 2019), which
emphasize, among other things, the revaluation of the role of teachers as drivers of knowledge and
learning. Likewise, they promote the strengthening of the leadership of directors and teachers, whose
impact is reflected in the improvement of the main academic indicators (school dropouts, approval and
terminal efficiency).

These guidelines will serve as a guide for the development of the Continuous Improvement Plan, which
is considered the main participatory planning instrument for the improvement of educational services.
Aim

Provide support to the managers of the Higher Secondary Education schools in the preparation of their
Continuous Improvement Plan, through a planning tool, with the purpose of directing and channeling
the actions that contribute to the improvement of excellence in the service. educational and help
position and strengthen their leadership before the school community.

Legal basis

Article 3. Constitutional establishes that: “Every person has the right to education. The State –
Federation, States, Mexico City and Municipalities – will provide and guarantee initial, preschool,
primary, secondary, upper secondary and higher education. Preschool, primary and secondary
education make up basic education; This and the upper secondary school will be mandatory, higher
education will be mandatory in terms of section X of this article. Initial education is a right of
childhood and it will be the responsibility of the State to raise awareness about its importance.”

“It is the responsibility of the State to govern education; education provided by it, in addition to being
mandatory, will be universal, inclusive, public, free and secular.”

“Educational schools constitute a fundamental space for the teaching-learning process. The State will
guarantee that the teaching materials, the educational infrastructure, its maintenance and the
conditions of the environment are suitable and contribute to the purposes of education.

“The criterion that will guide this education ［ … ］ will be democratic, ［ … ］ national, ［ … ］, will
contribute to the best human coexistence, ［ … ］ equitable, ［ … ］ inclusive, ［ … ］ intercultural,
［ … ］ integral ［ … ］ and it will be of excellence, understood as the constant comprehensive
improvement that promotes the maximum learning achievement of the students, for the development of
their critical thinking and the strengthening of the ties between school and community.” (DOF, Political
Constitution of the United Mexican States, 2019)

Likewise, federal schools are governed by the provisions of the General Education Law in its Article 1.-
“This Law regulates the education provided by the State - Federation, federal entities and
municipalities -, its decentralized organizations and individuals with authorization or with recognition
of official validity of studies. It is of general observance throughout the Republic and the provisions it
contains are of public order and social interest.”- (DOF, General Education Law, 2018)
The actions of the Continuous Improvement Plan are aligned with the axes of the National
Development Plan 2019-2024 (Mexico, 2019):

• General Axis 2 Wellbeing, through which the exercise of social rights is promoted, including
that of education.

• Transversal Axis Gender equality, non-discrimination and inclusion. Public policies,

including upper secondary education, will be incorporated into this perspective.

To contribute to the achievement of the purposes established in the six lines of public policy for the
EMS, issued by the Undersecretary of Higher Secondary Education (SEMS) (SEMS, 2019), it will be
necessary to implement a planning process in which priorities are established. , goals and activities.

Public policy lines:

I. Education with quality and equity

II. Contents and activities for learning

III. Dignification and revaluation of the teacher

IV. Governance of the educational system

V. Educational infrastructure

VI. Financing and resources

Regarding the competencies that the directors of Higher Secondary Education must develop, they are
regulated in Secretarial Agreement 449 (See annex 1 and figure 1).

Figure 1. Secretarial Agreement 449: Competencies of the Directors

Organize your
continuous training
and promote your
personal training

( Develops, 5
coordinates and
Establishes links
between the evaluates the
school and its execution of
environment strategies to
improve the
. school .
Agreement
Secretariat 449:
Competencies of
the
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” Exercises 5 /Provides support to
leadership teachers in planning
and
through the
' mp lem eroutation
creative and
of teaching and
efficient learning processes
administration of by competenciesj
, resources
Promotes a school
environment that
allows for healthy
learning and
development of
students .

General disposition

This document establishes the guidelines that determine the preparation of the Continuous
Improvement Plan as an educational project proposed by the directors of the Higher Secondary
Education schools, without any distinction of subsystem or educational modality.
The guidelines guide the directors of educational centers in their school management, through the
preparation of a relevant diagnosis focused on the objectives of the educational policy, which contains
YO.information
Guidelineson thefor
current
the conditions of a school
preparation and,Continuous
of the based on this , plan actions aimed atPlan
Improvement improving
(PMC)
educational services that guarantee the coverage, equity and excellence of Higher Secondary
Education.
The PMC is a planning tool that contains information on the current conditions of a school, whose
purpose
The is to direct
development and
of the channel
PMC actions
requires that contribute
a participatory to the
planning improvement
process of the
that, through educational
collegiate work,
service. the opinions of the educational community through consultation and dialogue, for the
includes
transformation of the education provided in the schools.
The development of the PMC is based on 6 guidelines, which appear in Figure 2.
The analysis of the situation is enriched when it is the result of a socialized reflection that values, from
various points of view, the reality of the school, including school directors, administrators, teaching
Figure 2. Guidelines that support the preparation of the PMC
staff, students, parents and others interested in the development of the squad.

Promoting that all those involved in providing and receiving an educational service of excellence share
their experiences and knowledge, not tool
planning only contributes to the development of a shared diagnosis, but
strategic that directs actions
also improves communication, promotes
for the improvement participation
of educational service and fosters responsibility in the formulation of
You must have
goals and objectives. implementation of actions that, in turn, reflect a broad perception of the problems
a mechanism
of follow up
of the context. In
that this
allowssense, participatory planning can be seen as a benefit for the community, since
evaluate the
students will benefit from
contribution in improvements in the short and medium term, allowing the identification of
improving excellence in
pertinent, relevant and
educational viable problems and solutions for the school, making this an educational
service

experience that extends to other areas of the community. It is the result of a collaborative
process based on consultation and

PMC dialogue with the educational

community

Must include
goals that
guide and
contribute to excellence in
education

It is based on the elaboration of a

relevant diagnosis
Must include prioritization of educational categories
 1.1 The PMC is a strategic planning tool that directs actions to improve the educational service.

Strategic planning is a practice oriented towards continuous improvement that, based on informed
dialogue2 (Mcginn & Reimers, 2017), identifies challenges, defines priorities and promotes equal
opportunities.

Planning must be flexible and appropriate to the conditions of each school, to facilitate the
implementation of the agreements established as a collegiate, monitor them, evaluate their results and
make the necessary adjustments.

The PMC provides support to school directors in their school management, which includes the
exploration of the conditions or situation of the school to establish priorities, formulate strategies
through the formulation of goals and activities that contribute to consolidating actions in educational
matters. , that is, its vision of academic management.

Furthermore, from its sphere of competence, it will allow the creation of favorable environments for
learning, healthy coexistence, equity and inclusion.

1.2 The PMC is the result of a collaborative process, based on consultation and dialogue with the
educational community.

All those involved in the planning process have diverse experiences and knowledge that can
contribute to generating changes and, thus, improving education.

The development of a shared diagnosis allows and promotes participation and responsibility in the
formulation of goals and implementation of actions.

In this way, the participatory planning process is characterized by promoting transversal

communication between stakeholders, to improve the excellence of the services offered on campus
and this, in turn, promotes a broad perception of the problem in context.

Figure 3. Can we solve a problem in collaborative work?

2 Methodology proposed by Reimers and McGinn that promotes educational research based on the exchange of information and
ideas between various interlocutors of the educational process.
 1.3 The PMC is based on the development of a relevant diagnosis.

Strategic planning is based on a diagnosis to identify priorities, draw lines of action and establish
goals. It constitutes an elementary and basic process in the preparation of the PMC, since it
establishes the main problems and needs that must be addressed imminently because they affect the
institution or create an area of opportunity. In other words, it allows the establishment of the baseline
with which future achievements will be compared.

The diagnosis is an evaluative process of critical analysis that consists of collecting, comparing and
evaluating various educational aspects related to the functioning of the school. The purpose is to
objectively know the current situation of the school with respect to the results of the indicators or
aspects of improvement proposed in the immediate previous cycle or other previous cycles (historical
results), which allows identifying needs and, based on Therefore, establish and implement actions
aimed at improving the current situation.

The diagnosis provides elements to identify the main problems that require attention or improvement
and that prevent the adequate development of the operation and services provided on the campus.
Figure 4. Diagnosis as a baseline for goals

To prepare the diagnosis, schools can rely on various sources to obtain the necessary information
such as:

> Academic indicators obtained with information from the 911 Form or the school control
system used by each school: Terminal efficiency, Dropout, Approval, Enrollment growth,
etc. (See annex 2).
> Achievement indicators. Results of external evaluations, for example, Evaluation of
Entrance to Higher Secondary Education (propaedeutic course), PLANEA or pilot
exercise of PLANEA, PISA, PREEXANI-II and other documents that contain relevant
information on Higher Secondary Education.

Figure 5. Sources of information to make a diagnosis

 > Evaluation of the results achieved in the Continuous Improvement Plans of previous
school years. The richness of the data produced by this evaluation depends on the diversity
and excellence of the goals set . It is important that an analysis be carried out on the
effectiveness of the strategies in relation to the goals proposed in the PMC of the previous
cycle, in order to improve them, reprogram them or, if applicable, make the pertinent
changes.
> Analysis of the context in which the campus is located.
> Federal or state programs to support students and schools.

The sources of information can complement each other, providing an overview of the current status
of the school and, thereby, allowing the identification of problems, needs or areas of opportunity, as
well as the causes that give rise to them.
 1.4 The PMC must include a prioritization of educational categories.

Educational excellence3 of a school is influenced by multiple factors, whose impact is perceptible

through some educational indicators. Within these factors, there are some that share common
characteristics, which allows their categorization.

Figura 6. Minimum conditions for an excellent education

Strengthens ties
between school
and community

The categories, being a cluster of common factors or problems, can be prioritized according to the
characteristics and needs of each school. Likewise, those translated as areas of opportunity should be
considered in the diagnosis as aspects for improvement in the preparation of the PMC.
The following categories4 They will serve as the axis for setting goals in the PMC of each educational
center and are ordered according to their relevance and priority:

Table 1. Educational categories

Yo Educational leaders
II Management and directive leadership
III Academic indicators
Cross-cutting educational projects for equity and well-
IV
being
V Monitoring of graduates
SAW Infrastructure and equipment

3 According to the legal basis, excellent education promotes maximum learning achievement, develops students' critical thinking
and strengthens the ties between the school and the community.
4 The seven categories find support in the lines of public policy for Higher Secondary Education (2019).
 VII School risk safety program

1.4.1 Educational leaders

This category seeks to promote and strengthen teacher training and their performance in the
classroom; rescue his achievements and successful pedagogical strategies, as well as revalue his work
and recognize him as a natural leader of the school and the community.

In order to know the strengths and needs of teachers in their daily practice, detect their areas of
opportunity and look for tools that will help them improve their performance, it will be necessary to
implement monitoring strategies for teachers in the classrooms.5

Within this category, the role of tutors and counselors is recognized as fundamental figures in the
academic and socio-emotional development of students. They will report on their work through student
records, which reflect their academic progress, referral to other areas or specialized institutions,
among other reports.

5 Organize an internal committee, made up of the deputy director, representatives of academies and tutors, to observe teachers in
teaching class.
Collaborative work between teachers will be considered a space for the exchange of ideas, reflection,
analysis and for the development of proposals to improve student performance and achieve their
academic objectives.

Figura 7. Activities to strengthen teaching work.

• Made up of the deputy director, • Project proposal.

academy heads and tutors. • Analysis of academic
• Observe teaching performance indicators. Monitoring the
in the classroom. performance of us and
• Detect strengths, areas of teachers.
opportunity

TO
n Committee of
Job
following to
e teachers
collaborativ
e

Mentoring
and Teachers
orientation
• Generation of records that celebrate and recognize
demonstrate academic your achievements and
progress successful strategies to be
shared with the academic
community.
and socio-emotional of the
students.
1.4.2 Management and directive leadership

The director is in charge of coordinating the planning for the improvement of the school and, through
management, generating the conditions for the development of activities that contribute to the optimal
functioning of the educational center, in academic, administrative and security matters.

Achieving the established goals for the benefit of the school community is the principal's most
important challenge and places him as the main leader of the school.

Below are some examples of the activities considered within the management functions of a director.

5
Figure 8. Examples of activities corresponding to directive management

5
Coordinate entrepreneurship projects with the Secretaries of State, can be managed by the managers of each school, even if they
do not have a coordinator of the entrepreneurial center.
 In addition to the previous activities, the principal must implement others to prevent violence and
guarantee the safety of his students. Some examples are shown in Figure 8.

Figure 9. Activities that can prevent violence and ensure the

school safety6

Mechanism to verify that students do not carry weapons, alcoholic beverages or harmful substances

Operation backpack

Establish agreements with public transportation to exclusively pick up students

from school and take them to a central area, from which they can travel home
more safely.

Safe route

Negotiate with the local government to have some patrols monitor outside the
campus.

Form a student committee to oversee the care and responsible use of resources
natural, supplies and
campus infrastructure.

Surveillanc
e
1.4.3 Academic indicators

They are quantitative elements that reflect the impact of the actions implemented by the school. These
indicators are related to each other and, at the same time, allow comparisons between them.
Due to their impact, the academic indicators that should be considered are the following:

> School dropout

> Approval
> Terminal efficiency
> Enrollment growth
> Achievement indicators (PLAN pilot exercise)

6 These activities are only suggestions, each school can implement those according to its needs.
In the case of the indicators of school dropout, approval and terminal efficiency, there is an
interrelation between them, since, if one is affected, the rest are also affected and, in turn, this situation
is linked, to a greater extent, to performance. of the teachers.

According to the INEE (2017), the main causes of school dropout are: failure, pregnancy and economic
situation. If the teachers have an adequate performance, if they identify some need among the students,
if actions are carried out that attract the interest and permanence of the students in the classes, there
would be the possibility that they would not abandon their studies, they would have a better use and
finish in the same time and manner. In this sense, the school dropout indicator would be reduced,
increasing approval and terminal efficiency.

The analysis of trends and variations in indicators implies having information available that can be
used as input for making decisions that improve student learning.
 Figure 10. Interrelation between academic indicators: school dropout,
approval and terminal efficiency

1.4.4 Cross-cutting educational projects for equity and well-being7

In the study programs of the General Directorate of Baccalaureate, transversal and interdisciplinary
themes are addressed for the implementation of tasks and projects that promote collaborative work
and between disciplines, based on 4 transversal axes (social, environmental, health and reading skills).

Considering the 4 axes, as well as the social, economic and cultural context and the specific needs of the
educational establishments, it is suggested that the educational projects, sports, cultural and artistic
activities implemented, take up themes related to inclusion, equality, environment, sustainability, the

7 Access to knowledge and activities in different areas (scientific, technological, historical, philosophical, social, cultural and sports)
will contribute to the training of individuals, thus entering higher education or the labor market. This training will provide them with
well-being, that is, the necessary conditions to be happy and healthy; have a decent life with social responsibility and a high civic
sense; to develop in an environment of inclusion, equality, peace, sustainable, sports, cultural, artistic, scientific and
entrepreneurial.
promotion of reading and writing, entrepreneurship and a culture of peace at school.

Students, guided by their teachers, will integrate the learning and knowledge of each topic, which will
allow them to understand the phenomena in their environment under a multidisciplinary approach.

These activities should also promote the participation of parents in the educational process of their
children.

Table 2 shows some examples of the educational projects that the school could implement
transversally.
 Table 2. Examples of transversal educational projects for equity and
welfare

Approach Project Description

Inclusion
Equality Establish a week to carry out activities related to a specific topic
Peace culture (inclusion, equality, peace, human rights, among other topics); They
Week of inclusion, may include posters, wall newspapers, workshops, conferences,
Human rights equality, human rights competitions, etc.
and peace

Students will carry out a scientific project that has an impact on the
community. The project will involve community work and critical
thinking that allows them to understand and value the natural
environment.
Green Project
It consists of adopting a green area within the campus or surrounding
Sponsor a green area areas and keeping it in good condition.

A day and a space in the school will be defined to hold the science fair,
where students present their projects to the school community and their
families.
science fair

Through the use of organic waste (food scraps, fruits, vegetables, leaves,
Environment and eggshells, etc.), create compost, that is, an organic fertilizer that can be
sustainability Reuse of organic waste used for plants and gardens.

That gives students the opportunity to put their reading and writing
Internal and regional
skills into practice.
essay, short story, and
Reading and writing poetry competitions

Reading circles Meeting between students and a moderator to exchange ideas and
opinions about a particular reading.

Projects can start in the classrooms as work school,

Productive-social- subsequently will be able
Entrepreneurship sustainable projects develop them in collaboration with the public and private sectors.
Green race
The organization of the races by the school community will encourage
and raise awareness in the community about issues of peace or the
environment; It will reinforce the identity of belonging that students
have with respect to their campus. The school and non-school
Race for peace community can participate.

Depending on the sports activities taught on campus, tournaments can

Internal and regional be organized between different teams from the same school or from
Sports sports tournaments different campuses.

Creation and Students will start by reading a work to adapt it, represent
Cultural-artistic adaptation of literary it either create others,
works putting into practice their reading, writing and speaking skills. Parents
are welcome to attend theater performances.
Within the educational projects there are also forums, conferences and community activities, the latter
could be managed with civil society organizations and other entities, which raise awareness in the
community about inclusion, equality, the environment, sustainability, reading, among others.
1.4.5 Monitoring of graduates

It consists of obtaining information about the activities that graduates carry out in the workplace or in
a higher education institution.

This monitoring will give the schools the opportunity to know what is the relevance and level of
excellence of the educational programs, if they are meeting the demands of the labor market and/or
universities through the increase and/or decrease of the percentage of graduates who enter the labor
sector or who enter a higher education institution.

Likewise, the results of this monitoring will be a reflection of the management carried out by the
director regarding the coordination established with higher education institutions and companies.

1.4.6 Infrastructure and equipment

It includes the existence, relevance and sufficiency of facilities, spaces, equipment and materials for the
development of educational activities in conditions of hygiene and safety. For example, modules to
provide the tutoring service, sufficient amount of computer equipment for students and teachers,
sufficient toilets in good condition, a teacher's room, telecommunications and connectivity service,
including spaces for free access by people. with disabilities.

1.4.7 School risk safety program

It includes a set of actions that guarantee the safety of students and campus staff, through an
emergency protocol that complies with civil protection standards against all types of risks. For
example, use of dangerous chemical substances, violent and internal criminal acts, earthquakes, fires,
floods, among others. In the case of earthquakes and fires, the campus must have the infrastructure,
signs, trained personnel and emergency protocol. Regarding security, implement violence prevention
strategies, for example, the “Operation Backpack” project.

The security program must be authorized by the competent local authority and comply with the
necessary requirements that the SEP requests in its Security Protocols for federal educational centers
of Higher Secondary Education (SEP, 2015).
 I.5 The PMC must include goals that guide and contribute to excellence in education.

A goal is the specific performance or result expected at the end of the implementation of a series of
specific activities. It is through evidence that compliance with this can be identified and, with it, the
advancement of the team's achievements.

The goals must have the following characteristics:

a) Concrete: The goal must establish a single result and must avoid ambiguity.
b) Achievable: The goal must be realistic to be achieved in the short and medium term.
c) Measurable: The goal must specify the parameter with which its compliance will be
evidenced through a unit of measurement (quantitative).
d) Demonstrable: Partial or total fulfillment of the goal requires the presentation of concrete
results that demonstrate its progress or conclusion.

Evidence is associated with a well-planned goal, which will serve to measure its degree of progress
and/or fulfillment.

Figure 11. Goal and evidence as components of the PMC

GOAL EVIDENCE

• *Concrete • Measures the degree of

that guide the school *Reachable fulfillment of the goal.
towards an education *Measurable
of *Demonstrable
excellence.
I.6 The PMC must have a monitoring mechanism that
allows evaluating the contribution to improving excellence in the educational service.

Because the PMC is a participatory planning instrument, in which goals are established that allow
improving the educational services provided and strengthens the school management of the director, it
is necessary to consider control or monitoring mechanisms, with a strategic vision, to assess progress in
achieving goals.
 Monitoring the PMC will allow us to identify and obtain useful and descriptive information about its
value and relevance through self-assessment.

The monitoring and evaluation of the PMC as a key tool for continuous improvement must be effective
and simple, that is, it must allow for a timely report on the progress of the goals or their conclusion; As
well as, it must facilitate having concrete evidence.

A well-prepared PMC implicitly contains the way in which monitoring will be carried out, because it
has lines of action, established goals, those responsible and the dates of their fulfillment.

Fundamental principles for monitoring a PMC:

1. A correctly set goal provides its own monitoring process and evidence. When writing the goal,
the unit of measurement that will be used to evaluate the progress achieved is specified and, with it, the
evidence that will have to be presented to verify its total compliance. Therefore, the approach to the
goal and its wording should be considered a priority in the review of the PMC.

2. Monitoring the PMC should not become a complicated activity. It is necessary to guide efforts
throughout the school year; For this reason, it is preferable to invest quality time in its monitoring and
implementation.

3. The planning process and its consequent validation and monitoring is part of the institutional
culture that must be promoted throughout the educational community. It is important to consider this
process as a tool for academic support and managerial projection, both for management and decision-
making.

It is then that, as a strategic function, an internal monitoring mechanism (staff) and an external
mechanism are proposed.8 , these actions will facilitate support in your planning.

II. Structure of the Continuous Improvement Plan

Derived from the review and analysis of the Continuous Improvement Plans of the schools coordinated
by the General Directorate of the Baccalaureate, the need has been observed for their preparation to be
carried out in an agile and simple manner, without losing sight of those essential elements of planning. .

The 8 components are listed below.9 of the PMC necessary for its design and writing10 :

8 The central areas will be responsible for defining the mechanism to track their document, while the “Lázaro Cárdenas” High
School Study Centers and Federal High Schools will be responsible for the academic area to review and validate their PMC.
9 On the website of the General Directorate of Baccalaureate, the format for writing the PMC is available in WORD.
10 An example of each of the components can be seen in Annex 3.
 11.1 Front page
11.2 Content
11.3 Presentation
11.4 Normative
11.5 Diagnosis
11.6 Category prioritization
11.7 Action plan
11.8 Participants and PMC approval

11.1 Front page

The cover must contain general information about the campus.

a. Logo and name of the educational authorities, as well as the name and code of the school
that prepares or updates the PMC, entity and status of the school.

b. Campus data: full address, telephone number and email.

11.2 Content

The content is the index of the sections that make up the PMC and must follow the following order:

> Presentation
> Normative
> Diagnosis
> Category prioritization
> Action plan
> Participants and PMC approval

11.3 Presentation

In this section, the objective of the PMC and a general description of the content are briefly mentioned.
Mention can be made of the philosophy of the school such as the vision, mission and values.
11.4 Normative

For the preparation and operation of the PMC and, with the purpose of supporting management
management, the documents that are of direct use on the campus are referenced and, therefore, must
be cited precisely, that is, full name, date of publication and/or latest reform, presented in an orderly
manner and in descending order, in accordance with the corresponding legal hierarchy.

11.5 Diagnosis

The diagnosis is an evaluative process of critical analysis and knowledge of the current conditions in
which the school finds itself. It allows us to know what actions have been carried out in previous cycles
to improve unfavorable conditions and what results have been obtained. Likewise, analyze all the
aspects that influence the good performance of the team.

The diagnosis is written in a concrete and precise manner, with the relevant information found in the
analysis of information and data.

It is pertinent to consider the contributions of all the actors in the educational community who will be
key to carrying out all the actions of the PMC.

To carry out an adequate diagnosis, the following is proposed:

Step 1. Collect, compare and evaluate various aspects related to the operation of the campus. The
purpose is to objectively know the current situation regarding the results of the educational indicators
themselves (dropout, terminal efficiency, approval and enrollment growth) or historical data that allow
identifying needs.

Step 2. Implement an instrument such as the SWOT matrix (Strengths, Weaknesses, Opportunities,
Threats) (see Annex 4), FORD (Strengths, Opportunities, Risks, Weaknesses), Ishikawa diagram, to
mention some examples, to create a picture of the current situation of the object of study (person,
institution or organization, etc.).

This reflective way of analyzing the information available allows us to consider those points that, on a
day-to-day basis, are not observed but are present, which affect or create areas of opportunity to
improve education.

The diagnosis allows us to know how we are and why we are like this, that is, it allows us to know what
 the current situation of the school is.

Once the information has been analyzed, it is necessary to write the diagnosis. To do this, it is advisable
to do it in sections, one per category.

11.6 Category prioritization

It refers to the order of the categories that, according to common factors or problems, impact
educational excellence.

The categories are ordered according to the characteristics and needs of each educational center,
although it is essential to consider, among the first, educational leaders and management and directive
leadership.

The relevance categories to consider are:

1. Educational leaders
2. Management and directive leadership
3. Academic indicators
4. Cross-cutting educational projects for equity and well-being
5. Monitoring of graduates
6. Infrastructure and equipment
7. School risk safety program

From these categories, goals, evidence and schedules emerge, that is, compliance dates, but what do we
give priority to, why and for what?

11.7 Action plan

This component must reflect how the vision of academic work contributes to the improvement of
academic indicators. In the action plan11 The way in which the goals are related to the diagnosis is
promoted by prioritizing the 7 categories.

The format used to prepare the action plan can be consulted in annex 3.6.

11 In previous versions of the PMC, it was known as Improvement Programs and Schedules.
 Figure 12. Goals based on diagnosis

The action plan refers to the set of elements that account for the activities implemented to improve
excellence and the educational services provided and must contain the following aspects:

11.7.1 Category
They are the indicators of the educational system that determine the general panorama of the
education provided on campus. What should be attended to?

11.7.2 Goal

Quantitative expression that states the magnitude or degree of achievement of an objective to be

achieved and answers the question : What do you want to achieve? (See Annex 5 for the syntax and
examples of a goal)

For each category, at least one goal must be written, which must be justified in the diagnosis. For
example, if the school observes an increase in school dropouts, this should be stated in the Diagnosis
section. Later, in the Goal section, it can write the following: “reduce the school dropout rate from
 11.5% to 9.5 percent.” . In this sense, this goal is part of the Academic Indicators category.

11.7.3 Line of action12

Guideline or guiding criterion that indicates the essential actions for achieving the goals and answers
the question : How will it be achieved?

11.7.4 Responsible
Person who coordinates or carries out a series of actions to achieve the goal. Who will do it?

11.7.5 Evidence
Precise proof that the proposed activity was carried out. How will it be demonstrated?

11.7.6 Schedule
Date on which the fulfillment of the goal is committed. In what time will it be done?

11.8 Participants and PMC approval

In order to address and demonstrate compliance with Guideline 2, which says: “The PMC is the result
of a participatory process based on consultation and dialogue with the educational community”, in this
section, schools must add the screen print of the next information:

> Participants: identified by full name, position and signatures.

It is important that the participation of the entire educational community (school managers,
administrators, teachers, support staff, students, parents, etc.) be reflected.

> Approval of the preparation of the PMC: name and signature of the director as responsible for
directing the participatory planning process and as leader of the management of the action plan that
will be carried out on campus.

The review of the PMC not only consists of verifying that it complies with the structure indicated in the
guidelines, it also analyzes the content of the academic proposals identified in the diagnosis and,
therefore, stipulated in the action plan for its implementation throughout the school cycle.

For the “Lázaro Cárdenas” High School Study Centers and Federal High Schools, with the purpose of
verifying that the proposals are aimed at improving academic and achievement indicators, to
strengthen the excellence of the educational service provided by the school, the Planning Department
and Coordination will grant the corresponding approval through a text that legitimizes the

12 The definition of what a line of action is is provided so that it is known to the reader, however, it is not an element that should be
integrated into the action plan.
 participatory planning process.

In the case of schools attached to the State High School Colleges, their respective Academic
Directorates will determine the criteria for their preparation, approval and monitoring.

III. Monitoring and evaluation strategy of the Continuous Improvement Plan.

In order to have relevant information that allows for better decisions, a strategy is necessary to monitor
the PMC and evaluate its results, that is, establish a mechanism that allows knowing how progress is
monitored in the implementation of the goals and how these mechanisms allow us to contribute to the
improvement of academic indicators.

111.1Internal mechanisms

It refers to the activities that the school adopts, according to its needs, in order to pay attention to the
process in achieving the goals they programmed for the school year.

It gradually empowers schools so that, under the leadership of management and teaching staff, an
improvement route can be implemented that guides student learning through pedagogical situations;
the active participation of the entire school community in its design, implementation and monitoring;
curricular contextualization and the implementation of teaching projects; lifelong learning among
peers; the use of results from external evaluations, as well as the exercise of financial resources
according to the specific needs of each school and with verifiable effects on the improvement of the
educational service.

In order for the staff to monitor the fulfillment of their goals, it is proposed that each one develop their
own goal monitoring format, which allows them to provide organized and easy-to-use monitoring.

It is convenient that this review be carried out by the academies since they do not intervene directly in
the preparation of the PMC (see annex 6).

The internal evaluation capabilities and the use of the results of external evaluations are the main input
for strategic planning, which is based on a diagnosis carried out by the schools themselves, which is why
self-management and self-evaluation are considered important to their employees. processes.
111.2 External mechanisms

The strategy of the General Directorate of the Baccalaureate is presented in 3 phases to implement
monitoring that allows verifying content, reviewing excellence in the content of the Action Plan and
collecting information on the fulfillment of the goals set in the PMC (Figure 12). The three phases are
described below:

Figura 13. Phases of the PMC monitoring strategy

Phase 2 Action Plan

Phase 1 Phase 3
Structure Goal achievement
report and

PHASE 1. Structure Verification.

It begins with the preparation of the PMC, where the person in charge, 13 With a view to establishing
the future monitoring of the goals expressed in it, review the aspects that make it up, both those
sections that are formal (Cover, Presentation, Regulations, Participants – educational community – and
approval of the PMC), as well as those exposed in these guidelines and that are of great importance for
the implementation of the PMC and its monitoring (Diagnosis, Prioritization of categories and Action
Plans).

To verify that the PMC contains the elements indicated in the “Structure of the Continuous
Improvement Plan” section of this document, a table is proposed

comparison (see Annex 7) as a support instrument, which will help verify (self-assessment) that the
PMC meets all the content criteria.

PHASE 2. Review of the Action Plan.

The content and approach of the action plan determines the effectiveness and efficiency of the PMC,

13 The “Lázaro Cárdenas” High School and Federal High School Study Centers will send the PMC to the Academic Coordination Directorate for review,
feedback and/or validation. For schools of the subsystems assigned to the General Directorate of the Baccalaureate, it will be their academic area that
will determine the entity that carries out the monitoring.
because in this component the goals to be achieved in the planned time are established, to address the
needs detected in a timely manner in the diagnosis. This is why the assessment of the diagnosis and
improvement programs is a fundamental part of the evaluation and monitoring of the PMC.

To describe the degree of performance in the development and approach of the content of the diagnosis
and improvement programs, as well as for the review of the action plan, 2 rubrics are proposed, which
can be consulted in annexes 8 and 9.

The mentioned rubrics are only a monitoring tool for those who prepare the PMC and are not
considered for validation, so they do not influence the approval of the document.

PHASE 3. Goal achievement report and presentation of evidence.

The monitoring of the PMC is carried out in this phase, in which cut-off moments are previously
established and in which a report on the fulfillment of the goals or the percentage of progress is
requested. In the event that a goal has not been met as scheduled, it is necessary to explain the progress
made and justify the causes that have prevented its total fulfillment, in addition to rescheduling the
school year or considering resuming this goal for the year. following.

To follow up on the action plan, the format can be consulted in Annex 10. This monitoring will allow
identifying the progress of the goals proposed by the schools.
III.3 PMC monitoring moments

Once the schools have established the goals, the central area will monitor their progress. This will help
schools reflect on the actions taken and question whether it is necessary to implement some changes to
successfully achieve their goals.

School directors must consider that the implementation of the Continuous Improvement Plan is
annual, however, the monitoring will be carried out at three times during semesters A and B of the
school year.

The first follow-up will be in the month of November, the date on which the directors will send a first
partial report to the central area; The second follow-up will be in March, and they will deliver the
second partial report; Finally, in July, they will prepare a final report that accounts for the entire
process carried out to achieve the goals.

Figura 14. PMC Monitoring Moments

Tracking 2
Second partial report
(March-2020)

either
Tracking 1

First partial report

(November-2019)

Tracking 3
 Final report (July-
2020)

IV. Results report

The schools must prepare a partial results report at two different times and a final report at a third
time.

IV.1 Partial report

The partial reports will allow the progress of the programmed actions to be identified (see annex 11).
For this purpose, it will be written according to the following structure:

1. Diagnosis: what condition is the campus in?

Describe the conditions of the school with respect to each of the categories: educational leaders,
management and directive leadership, academic indicators, transversal educational projects for equity
and well-being, monitoring of graduates, infrastructure and equipment, school safety program against
risks . This information must be taken from the PMC that they carried out for the current school year.

2. Goal: what do you want to achieve?

For each category, at least one goal must be written, which must be supported by the diagnosis.

3. Actions: how will it be achieved?

4. Progress of goals: what has been achieved?

5. Based on the progress of the actions, will any changes be implemented to achieve the goals?

6. Annexes: Evidence of partial progress (See Annex 13)

Evidence

The evidence provided must be consistent with the stated goals. In the partial reports, a maximum of
two significant pieces of evidence will be delivered for each goal progress.

Significant evidence is that made up of a series of specific activities and processes that, added with
others, lead us to the advancement or conclusion of a goal.

In the case of the partial report, evidence of progress towards the goal may be presented; its conclusion
will not be mandatory.

Example:

Goal: Increase the academic indicators “pass” and “terminal efficiency” by one percentage point.

Partial evidence:

Register of
Data of
indicators

In this case, the significant evidence that must be included in the partial report must account for the
behavior of the academic indicators at the end of the semester, to know if the result is close to the
goal or the implementation of other types of activities is still missing. to achieve it at the end of the
next semester. This evidence can be presented through a graph, a diagram, a writing, etc.
IV. 2 Final report

From this report the final results of the goals achieved will be obtained, as well as those that were not
achieved (see annex 12).

The final report will be drafted according to the following points:

1. Diagnosis: what condition is the campus in?

2. Goal: what do you want to achieve?

3. Actions: how will it be achieved?

4. Goals achieved: what was achieved?

In this aspect, the achievements achieved and the strategies used will be reported.

5. What changes were implemented in the actions to achieve the goals?

6. Pending issues to be done in the next school year: goals that were not met or new needs to be
covered.

Regarding the goals that were not achieved, the reason must be justified and if they are going to be
reconsidered for the next planning process. Likewise, it must be reported if new needs of the staff arise.

7. Annexes: Evidence of the goals achieved (see annex 13)

 Evidence

For each goal, a maximum of 2 pieces of evidence will be delivered, which reflect a final product, that
is, the goal achieved. This evidence will be made up of a series of significant partial evidence.

The evidence must be significant and representative of the corresponding goal; it is not about reporting
particular activities but rather products that demonstrate the fulfillment of the goal.

It is essential that the goals achieved and their respective evidence are consistent. If the goal proposes a
percentage increase in academic indicators, then the table, graph or document that accounts for the
fulfillment of the goal will be reported.

If the goal is not achieved, the justification must be included in the report, as well as the progress
achieved, with their respective final evidence.

They increased or
decreased the
indicators
academics

Annex 14 presents a list of activities that will not be considered as evidence in the partial and final reports;
however, they are part of the instruments that must be used to carry out planning, design, preparation,
evaluation and monitoring processes. activities aimed at achieving a goal.

The final report provides the results of the goals achieved, compiles the experience of the work carried out
and the challenges that must be considered for the development of the improvement plan for the next school
year.

These Guidelines are a planning tool to promote educational excellence, driven by

management and teaching leadership through collaborative work, which results in the
development of the PMC. In this, the actions aimed at generating a positive impact on
academic and achievement indicators are established.
V. Annexes

Appendix 1. Secretarial Agreement 449

AGREEMENT number 449 which establishes the competencies that define the Profile of the Director in schools

that provide upper secondary education. Published on December 2, 2008, Official Gazette of the Federation.

Article 4.- The competencies that the director of the upper secondary level must meet, and consequently, that

define his profile are those that formulate his individual qualities, of an ethical, academic, professional and social

nature.

Article 5.- The competencies and their main attributes that must contribute to defining the Profile of the Director of

the PC-SiNEMS, are those established below:

1. He organizes his continuous training throughout his professional career and promotes that of the staff under

his charge.

• Reflect and investigate school management and teaching.

• It incorporates new knowledge and experiences into its existing knowledge and translates it into
school management and improvement strategies.

ne 15
SEP 54
FOLLOW-UP. PARTIAL REPORT (November - 20) 55
SEP 55
FOLLOW-UP FINAL REPORT SCHOOL CYCLE 20 - 20 57
SEP 57
Activate Windows 58
References 65
SEP 66
•
formation and improvement of its academic community.

• Promote among the teachers of your squad training processes for

development of teaching skills.

• Feedback to the teachers and the personal administrator of your campus and
promotes self-evaluation and co-evaluation among them.

2. Designs, coordinates and evaluates the implementation of strategies for school improvement, within the
framework of PC-SiNEMS.

• Identify areas of opportunity for the school and establish goals regarding them.
 • Designs and implements creative and feasible medium and long-term strategies for school
improvement.

• Integrates teachers, administrative staff, students and parents into decision-making for school
improvement.

• Establishes and implements comprehensive school evaluation criteria and methods.

• Disseminate progress on the goals set and publicly recognize the contributions of teachers and
students.

• Redesign strategies for school improvement based on the analysis of the results obtained.

3. Supports teachers in the planning and implementation of teaching and learning processes by competencies.

• Coordinates the construction of a comprehensive training project aimed at students in a collegiate

manner with the school's teachers, as well as with the pedagogical technical support staff.

• It clearly explains to its educational community the competency-based approach and the
characteristics and objectives of the PC-SiNEMS.

• Supervises that the different school actors fulfill their responsibilities effectively, within the framework
of the Comprehensive Reform of Higher Secondary Education.

• It precisely describes the characteristics of the academic model of the subsystem to which the school
belongs and its insertion into the PC-SiNEMS.

• Suggests strategies for students to learn through a focus on competencies and advises teachers on
the design of learning activities.

• Suggests strategies to teachers in the learning evaluation methodology according to the competency-
based educational approach.

4. Promotes a school environment conducive to learning and the healthy and comprehensive development of

students.

• Integrate a participatory school community that responds to the concerns of students, teachers and
parents.

• Organizes and supervises strategies to address the individual training needs of students.

• It promotes healthy lifestyles and options for human development, such as sports, art and various
complementary activities among members of the school community.

• Practices and promotes respect for the diversity of beliefs, values, ideas and social practices among
colleagues and students.

• Acts in the resolution of conflicts between teachers, students and parents.

• Ensures that the school meets and preserves satisfactory physical and hygienic conditions.

5. Exercises leadership of the campus, through the creative and efficient administration of its resources.
 • Applies the regulatory framework to achieve the purposes of the plans and
study programs of the institution.

• Keeps records about school processes and uses them to make decisions.
decisions.

• Manages the obtaining of financial resources for the proper functioning of the campus.

• Implements strategies for the good use and optimization of the school's human, material and financial
resources.

• Integrates and coordinates work teams to achieve the school's goals.

• Delegates functions to the personnel under his/her charge and empowers them to achieve the
objectives.
educational purposes of the campus.

6. Establishes links between the school and its environment.

• He represents the institution he directs before the community and the authorities.

• Establishes working relationships with the productive and social sectors for the comprehensive
training of students.

• Adjusts the school's educational practices to respond to the economic, social, cultural and
environmental characteristics of its environment.

• Promotes the participation of students, teachers and administrative staff in training activities outside
of school.

• Formulates indicators and prepares reports for communication with parents, authorities, and the
community in general.
 Appendix 2. Educational indicators

INDICATOR Total desertion

It is the percentage of students who abandon school activities in the school year, with respect to the
DEFINITION
enrollment at the beginning of the school year.
Percentage of students who abandon school activities during the school year with respect to the total number
INTERPRETATION of students enrolled at the beginning of the school year VALUES CLOSE to ZERO show that a higher
percentage of students continued with their studies

FORMULA
1_(d,-Ani1,,+He,).00 k TO, J.

A- = Enrollment at the beginning of the school year (t+1)

VARIABLES Ani1,-1= Enrollment of new entry to first grade in the school year (t+1)
Ae = Number of students who graduated in the school year (t)
A t = Enrollment at the beginning of the school year (t)

INDICATOR Approval
Percentage of students who have passed all subjects and/or modules established at the end of the school
DEFINITION
year.
Percentage of students who have passed all subjects and/or modules during the school year compared to the
students enrolled in it. Values CLOSE to 100 show that a higher percentage of students met the requirements.
INTERPRETATION
CANNOT EXCEED 100 % ACHIEVEMENT

(P,+Pu). —----- *100 ^Af+Amt J

FORMULA

P = Number of students approved at the end of the school year (t). Pm = Number of students approved in the
VARIABLES
middle of the escotar cycle (t). Am,= Number of students in the middle of the school year (tj A ; = Enrollment at
the beginning of the school year (t)

INDICATOR Terminal efficiency

DEFINITION
Percentage of students who finish the educational level regularly within the established ideal time
Percentage of students, from a given cohort, who complete the educational level within the established ideal
time Values CLOSE to 100 show that a greater percentage of students fulfilled the requirements of the study
INTERPRETATION plan in the established ideal time CANNOT EXCEED 100% OF ACHIEVEMENT

(ah,)
FORMULA ---------— *100
.Ani,-mj
Ae. = Number of students who graduated from the same generation in the school year (t) Ani,m= Enrollment of
VARIABLES
new entrants to the school in the school year (t-2)

INDICATOR Enrollment growth

DEFINITION Percentage variation of enrolled students in relation to the previous immediate school year
Values GREATER than ZERO indicate an INCREASE in the number of students enrolled at the beginning of the
INTERPRETATION
school year, in relation to the immediately preceding school year

FORMULA (4-1*100
LU-rJ J
A = Enrollment at the beginning of the school year (t) A..,. Beginning enrollment in the school year (1-1)
VARIABLES
 Annex 3. Examples of PMC components

Annex 3.1 Cover

The cover must contain general information about the campus.

Example:

SEP UNDERSECRETARY
EDUCATION
OF HIGHER MIDDLE

GENERAL DIRECTORATE OF BACCALAUREATE

BACCALAUREATE STUDY CENTER /

CONTINUOUS IMPROVEMENT PLAN (PMC)

SCHOOL CYCLE 2019 - 2020

Street, interior number, exterior number, neighborhood, CP.

Telephone, extension and official institutional email

Annex 3.2 Content of the PMC

Example

SEP

Presentation

Normative

Diagnosis

Category prioritization

Action plan

Participants and Approval

Annex 3.3 Presentation

Example:
 SEP
PRESENTATION
This Continuous Improvement Plan (PMC) is part of the management activities of the Director (or Director) of the “Ricardo Flores Magón” campus.

It is based on the needs detected on the campus from sessions in which the Director (or Director), teachers, administrative staff, support staff , students and parents participated .
These needs were taken up and integrated into the diagnosis and from these, the Improvement Programs integrated in the document were developed with the following purposes: Improve the educational
services provided on campus, reduce school dropouts and enter the National System Baccalaureate (SNB).
From this perspective, the mission of the campus is the following:

• “Satisfy the demand and coverage of the region, improving the educational services offered , providing students with tools that allow them to develop skills for life.”

The vision of the "Ricardo Flores Magón" team is as follows:

• “To be the best educational option in the region offering quality services”

In this way, the philosophy of the school is: "We are a school in search of educational quality focused on promoting the development of skills in students through the integration and participation of the
educational community."
This is how this document is based on the ethical principles that support the educational work of this school.

Annex 3.4 Regulations

Example:

SEP
3- PUBLIC EDUCATION

NORMATIVE
• AGREEMENT number 44-9 which establishes the competencies that define the Profile of the Director in schools that provide upper secondary education . Published on December 2 , 2008 , Official
Gazette of the Federation.

Article 5.- The competencies and their main attributes that must contribute to defining the Profile of the SNB Director are those established below:

1. He organizes his continuous training throughout his professional career and promotes that of the staff under his charge.

2. Designs, coordinates and evaluates the implementation of strategies for school improvement , within the framework of the SNB.

3. Supports teachers in the planning and implementation of teaching and learning processes by competencies.

4. Promotes a school environment conducive to learning and the healthy and comprehensive development of students .

5. Exercises leadership of the campus, through the creative and efficient administration of its resources,
6. Establishes links between the school and its environment.

• Security protocols for federal higher secondary education centers

Activate
Go to Conf
 Annex 3.5 Category prioritization

Example:

SEP

Annex 3.6 Action plan

The format used to prepare the action plan is the following:

SEP
ACTION PLAN

As you can see, three important dates are highlighted in the schedule: November, March and July. In
the first two, they must deliver the respective partial reports, while, on the last date, they must
deliver the final report.

Annex 3.7. Participants and PMC approval

Example of the format of participants in the preparation of the PMC:

Subsequently, the Academic Coordination Directorate will provide the “Lázaro Cárdenas” High
School Study Centers and Federal High Schools with a seal on the last page of their PMC, approving,
if applicable, their Continuous Improvement Plan.
 Annex 4. SWOT Matrix (Strengths, Weaknesses, Opportunities and Threats)

Strengths Points
weak

STRENGTHS
Increase WEAKNESSES
decreases

@ either
9 E OPPORTUNITIES n 9 THREATS
g 8 Take advantage
Neutralizes

❖ Strengths. Internal activities that the school performs well or its qualities that help achieve
the established institutional goals, because there is an adequate work environment and
sufficient human, material and financial resources to efficiently carry out the work.

❖ Weaknesses. Activities that the school carries out with a lower level of efficiency and
effectiveness than desired, which hinders the achievement of objectives; It can be identified as
a lack of what is necessary and indispensable for the development of the entrusted activities.

❖ Opportunities. They constitute external situations that can benefit or facilitate the
achievement of the school's goals. Considering a circumstance as an opportunity depends on
the ability of the school's managers to recognize it and their ability to take advantage of it.

❖ Threats. They are events or situations that occur or may occur abroad, they are potentially
harmful to the institution because they can hinder or prevent the achievement of objectives.
 Annex 5. Meta: Syntax and examples

The wording of the goal must establish a single result, and must include an action, a unit of
measurement and the area of focus to which it refers (See figure 12).

Syntax of a goal

* The goal begins with a verb in the infinitive.

Examples of goals proposed in the PMC

• Reduce the school dropout rate from 11.5 % to 9.5%

Academic
• Increase the approval percentage from 61% to 64%
indicators

• Carry out the construction of 2 ramps for people with disabilities.

Facilities and
equipment • Acquire 40 computers, 10 air conditioning units and 5 video projectors to replace
obsolete equipment
 Annex 6. Examples of internal mechanisms for
follow-up to the PMC

PMC MONITORING
GENERAL DATA
NAME AND FINANCIAL KEY OF THE STAFF:
LOCATION: PMC VALIDITY CYCLE:
MUNICIPALITY:
PRINCIPAL'S NAME:
DESCRIPTION OF PROGRESS IN THE
PRIORITY COMPLIANCE COMPLIED FULFILLMENT OF THE GOAL OR, IF
% OF
NUMBER GOAL DATE YES / NO APPLICABLE, REASONS WHY IT HAS NOT EVIDENCES
COMPLIANCE
BEEN ACCOMPLISHED OR PROGRESSED

CONTINUOUS IMPROVEMENT PLAN MONITORING FORMAT (PMC)

NAME AND FINANCIAL KEY OF THE STAFF:____________________________________________________

LOCATION: CYCLE:

MUNICIPALITY:___________________________________________________

PRINCIPAL'S NAME:________________________________________________________________

* The abbreviations MI and M2 refer to the moments (specific dates) that the director determines to make cuts for the
goal progress report .
 PMC MONITORING 2018-2019
TEAM NAME:
CCT:
LOCATION: Municipality:
NAME OF THE DIRECTOR or (responsible):
FOLLOW-UP
First trimester

COMMENT
S OR
DESCRIPTION OF
OBSERVA
ACCOMPLISHED PROGRESS
CATEGORIES GOALS TIONS BY
REASONS PART
WHY OF THE
PROGRES HAS NOT
SUPPORT
IN S OF BEEN
OF THE
PROGRES COMPLIM COMPLIE
DCA
YEAH NO S ENT ENT D

Academic indicators

Managers and teaching

staff

Concretion of the
MEPEO

PMC MONITORING
GENERAL DATA
NAME AND FINANCIAL KEY OF THE STAFF:
LOCATION: PMC VALIDITY CYCLE:
MUNICIPALITY:
PRINCIPAL'S NAME:

DESCRIPTION OF PROGRESS IN THE

COMPLIED
COMPLIANCE FULFILLMENT OF THE GOAL OR, IF
YES / NO / IN % OF
PRIORITY GOAL DATE APPLICABLE, REASONS WHY IT HAS NOT EVIDENCES
COMPLIANCE
PROCESS
BEEN ACCOMPLISHED OR PROGRESSED

Annex 7. Comparison table for the evaluation of components of the

Continuous Improvement Plan (PMC)
You must mark with an “X” if the PMC, which you will send to the central area to be reviewed for
“APPROVAL” purposes, contains each of the elements indicated in the comparison table.

If at least one of these elements is missing, please integrate it so that the PMC can later be sent to
the central area for its respective review.

PMC components Items Yeah*

1. Name
2. Address
Front page
3. Telephone
4. Email
Content 5. Features pagination
6. Describe the purpose of the document
7. Mission
Presentation
8. Vision
9. Values
Normative 10. Presents the applicable academic standard
11. Describe the diagnosis
Diagnosis
12. Use and describe SWOT as a tool

Category prioritization 13. Establish in order of importance the categories based on the diagnosis
14. Consider educational leaders as a priority
15. Category
16. Goals
Action plan 17. Responsible
18. Completion date (schedule by goal)
19. Evidence
20. Manager
21. Teachers
Participants 22. Parents
23. Students
24. Local authorities
 Annex 8. Rubric to evaluate the diagnosis

Performance grade
Criteria Maximum score Squad Score
Poor (1) Satisfactory (2) Good (3) Excellent (4)

They include the They include They include They include They include information
categories information of information of information of on the seven
4
considered in the a of the the two categories the four categories
PMC guidelines categories considered considered categories considered considered

They include They include They include information

They include information of information of of
They identify the information of two indicators three indicators four indicators in all 4
indicators of each an indicator in all the in all the in all the the
category categories categories categories categories
They include the100% of
They include 40% of They include 60% of the They include 80% of the data
the data data the data obtained in the
4
obtained in previous obtained in previous obtained in previous previous periods and
and current periods and current periods and current periods the
current

The comments are not The comments arise of The comments

The comments arise of
arise of the the arise from the analysis of
Based on the the 4
analysis of analysis of all the
results reflected in analysis of few results
results some results results
the tables of the
Excel file and the
In he analysis
results of all the In he analysis In he analysis In he analysis
pose the
evaluations, they pose the pose the pose the
factors that
analyze whether factors that factors that factors that 4
influenced the resultsin
the conditions have influenced the results in influenced the results in influenced the results in
four of the
changed compared one of the indicators two of the indicators three of the indicators
indicators
to other periods.

The hypothesis
The hypothesis The hypothesis
raised are
raised in raised are
partially correct since
each indicator are not The hypothesis appropriate since it
they provide answers to
Pose a hypothesis appropriate since the raised are considers factors that
some questions raised,
as to why that factors have no partially correct since it have 4
without
result was reached. relationship with the considers factors relationship with he
embargo the
indicators and do not that indicator andgives
factors not are
respond to thequestions they are related with answer to the
related with
raised the indicator and gives a questions raised
the indicator
response to
some questions raised
They include in one of
They include two They include three They include four
the indicators the
indicators the indicators the indicators the 4
actions they have
actions they have taken actions they have taken actions they have taken
carried out
Explain the actions
They include in one of They include two They include three They include four
they developed to
the indicators the indicators the indicators the indicators the
obtain better
actions that does actions that make them actions that make them actions that make them 4
results or mention
lack lack lack lack
what is missing to
implement implement implement implement
improve them as
Very little is perceived
the case may be. The
analysis The recommendations
recommendations
A deep critical analysis critical deep suggest a 4
suggest a
is not perceived in the in the analysis critical and
superficial analysis
recommendations recommendations deep
 Annex 8. Rubric to evaluate the action plan
Performance grade
Criteria Maximum score Squad Score
Poor (1) Satisfactory (2) Good (3) Excellent (4)

They include
They include the They include They include They include information
information on the
categories information from a information on the on the seven
two 4
considered in the of the four categories
categories
PMC guidelines categories considered categories considered considered
considered

They include They include They include information

They include information from two information from of
They identify the information from an indicators in all three indicators in four indicators 4
indicators of each indicator in all the the all the in all the
category categories categories categories categories

They include 60% of They include 80% of They include 100% of the
They include 40% of
the data the data data obtained in the
the data
obtained in obtained in periods 4
obtained in previous
the periods the periods previous and the
Based on the and current periods
previous and current previous and current current
results reflected in
the diagnosis
Goals do not arise The goals The goals
of the arise of the arise of the The goals emerge
of the analysis of 4
analysis of analysis of analysis of
results
results few results some results

Annex 10. Action plan monitoring table

SEP

FOLLOW-UP TO THE ACTION PLAN

TEAM NAME
CCT:
LOCATION: MUNICIPALITY:
NAME OF THE DIRECTOR OR
(RESPONSIBLE}
ACCOMPLI COINC IDE WITH THE
SHED DESCRIPTION OF PROGRESS COMMENTS OR GOAL
CATEGORIE OBSERVATIONS
S
GOALS
w9 ZS 3
PROGRESS REASONS WHY
OF THE IT HAS NOT BEEN
FROM THE OCA
SUPPORT -
O
r
z
% Yeah NO
COMMENTS OR
OBSERVATION

2 COMPLIANC
E
FULFILLED
{
S FROM THE
OCA SUPPORT
Educational
leaders

Management
management

Educational
projects
'g*

il;I
3

Academic
indicators

Following to

Infrastructur

e equipment

School
safety
program
 Annex 11. Follow. Partial reports

SEP
DEPUTY SECRETARY OF EDUCATION MEMA SUPERIOR
GENERAL DIRECTORATE OF HIGH SCHOOL HIGH
SCHOOL STUDIES CENTER
OR "LAZARO CARDENAS" FEDERAL HIGH SCHOOL } ■ NAME OF THE
FACULTY
CCT________________

FOLLOW-UP.
PARTIAL REPORT
(November - 20)

Name and position of team members:

Street, interior number , exterior number , neighborhood, CP.

Telephone, exter sion and e-mail e ectron ico in sti tu c i ona o f i a I

SEP
CONTENT

Report title
INTRODUCTION

The introduction should generally highlight the content of the report,

Laugh at the goals, what has been achieved?

This section will briefly describe the relevant points of the diagnosis by category and the actions that are being implemented
for each of the goals, as well as the progress achieved.

Evidence

Of all the activities implemented to achieve a goal, significant evidence will be generated that accounts for everything done.

Example:

Goal: Access an experimental science laboratory for students to carry out their practices.

Activity 1: Management of educational institutions close to the campus for the loan of an experimental science laboratory for
students to carry out internships.

Activity 2: Directive management before the local government and private companies to enable the experimental science
laboratory on campus.

Evidence: Response from the entities with which the management was carried out and progress in the agreements
(agreements, material purchasing processes, space qualification process, etc.).
 Annex 12. Follow-up 3: Final report

ITS BELIEVE IT OF HIGHER EDUCATION

) GENERAL DIRECTORATE OF HIGH SCHOOL
HIGH SCHOOL STUDY CENTER •I_________________
"LAZARO CARDENAS" FEDERAL PREPARATORY SCHOOL
■ NAME OF THE TEAM"
CCT______________________

FOLLOW-UP FINAL REPORT

SCHOOL CYCLE 20 - 20

Name and position of team members:

Street, interior number, exterior number, neighborhood, ZIP code.

Official institutional telephone, extension and email

CONTENT

Report title

SEP
zoucACiOM oonLica
 CONTENT

Report title

INTRODUCTION

The introduction should generally highlight the content of the report.

Result in you achieving your goals, what was achieved?

In this section the following will be described

• Relevant points of the diagnosis by category How much do we store?

• Actions that were implemented for given one of the goals. What did we do?

• Results obtained What did we achieve?

The use of graphs, tables, images and all the resources necessary for the presentation of the final report should be considered.

Evidence
All significant evidence will be reported that demonstrates what has been done to achieve the goals.

Example
Mett Access $ an experimental science laboratory for students to carry out their practices

Evidence: Agreements with educational institutions, local authorities for the use of external laboratories, authorization of laboratories on
campus, etc.

Conlusions
In the conclusions they will explain the achievements they had in meeting their goals and the reasons why some could not be
achieved.

Activate Windows
 Annex 13. Examples of partial and final evidence
Partial evidence Final evidence

Minutes with agreements Minutes with agreements and their respective results

Workplan Work plan with results

Data on academic indicators represented in graphs or

Data on academic indicators represented in graphs or
tables accompanied by an explanation that answers the
tables accompanied by an explanation, which specifies
following questions: did the indicators improve or
whether or not the indicators have improved during the
worsen compared to the previous school year; in what
semester
percentage?

Screenshot of the progress bar or user activity report

Certificates of participation
for the Teacher Training Program courses.

Photographs and/or videos in which the progress

towards achieving the goal is specified (infrastructure, Photographs and/or videos in which the goal achieved is
remodeling, construction, repair, etc.) specified (infrastructure, remodeling, construction,
repair, etc.)

Portfolio of evidence from teachers and students Final evidence portfolio of teachers and students

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 Partial evidence: Minutes with agreements

AND.-
BILL

Place
Ca e, interior number , exterior number, neighborhood, postal code. Federal entity

Session date
Day month Year

Issue
Specify the topic to be discussed

Assistants
Name Post
Write down the full name of each person who Write the position of the person who
attended. participated

Diary
Topics that were discussed at the work meeting and the agreements reached

Points to discuss Agreements

Write the points to be discussed at the Write actions that will be carried out on
meeting certain dates

Monitoring of agreements
Agreements Monitoring of agreements
Write the actions that have been taken Are the actions generating positive results and
are they contributing to the achievement of the
goal? What are the main obstacles that are
preventing the goals from being achieved? Given
that, would it be advisable to change the actions?

Attendance
Name Signature
Write down the full name of each person who Each participant will have to write down their
attended. signature

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 Final evidence: Minutes with agreements and their respective results

BILL
Place
Ca e, interior number , exterior number, neighborhood, postal code. Federal entity

Session date
Day month Year

Issue
Specify the topic to be discussed

Assistants

Name Post
Write down the full name of each person who Write the position of the person who
attended. participated

Results
Resume the agreements that were established in the previous minute and add their respective results

Agreements Results
Agreement 1 Result 1
Agreement 2 Result 2

Videos / Photographs

Attendance

Name Signature
Write down the full name of each person who Each party will have to write down their signature
attended.

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Formats to make the minutes that are used as partial or final evidence. Each campus can carry them out in
the format it has already established, however, the minimum criteria that must be met are the following:

> Partial evidence: place, date of the session, attendees, agenda and follow-up of agreements.
> Final evidence: place, date, attendees and results.

The minutes can be important evidence if they reflect the referee's agreements and, above all, their results.
This indicates that important needs and priorities for the campus were addressed.

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Annex 14. Examples of evidence of activities that do NOT correspond to
partial or final evidence

Meeting Minutes Inventory

Acknowledgments of receipt of letters Contracts

Notices Price

Logs Attendance lists

Rating tickets Checklists

Acceptance letters Call list

Commitment letters Appointments

Posters Trades

Registration cards Budget

Subpoenas Course programming

Schedules Circulars

Questionnaires Diagnostic tests

Telephone or electronic directory Regulations

Files Invitations

Exams Formats requested by Area Heads

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 Annex 15. List of verbs

The list of verbs presented below serves as a basis for writing goals. Verbs can be used depending on the aspect to which the goal is intended and
the hierarchical level of the person in charge of fulfilling it. For example, if the goal is aimed at “creating”, then the verb “design” can be used,
located at the hierarchical level of the director, that is, the achievement of that goal will be the responsibility of the latter.

To what aspect do you want to direct the goal?

Results-oriented for:
Recognize Establish

Squad leaders
Notice Sort out Investigate processes to solve Create differences and Process Grasp Manage Assess
Maintain or integrate
problems similarities Improve To coordinate

Organize Acquire Analyze Acquire Transform Manage Modify Update Promote Define

Establish Build/Create Optimize Enlarge Lead Lead

Organize Develop Authorize Increase Keep Design

To plan Design Negotiate Decrease Propitiate Organize

Attend Rebuild Link Increase

Directors
Reformulate Fundraising Improve

Supply To perfect

Improve Reduce

Define Double

Transit

Verify Standardize Verify Analyze Adapt Spread Follow Guarantee Program

Deputy Directors
Unify Acquire Modify

Identify Distinguish Acquire Analyze Acquire Transform Apply Spread Follow Favor Consolidate Support

Elaborate to impart Have/Have Provide Assess Strengthen Favor Involve

Teachers
Carry out Attend Implement Provide Modify Achieve Foment Guide

Organize Carry out Toast Train To integrate Articulate

Propitiate
Give maintenance
Fix Spread Install
support
Operative team
Build Regular To compose

Rehabilitate

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References

DOF. (January 19, 2018). General Education Law. Retrieved from https://bit.ly/2XNZaxd

DOF. (December 4, 2019). Political Constitution of the United Mexican States.

Retrieved from https://bit.ly/2FxLb58

INEE. (2017). Guidelines to improve school permanence in upper secondary education. Retrieved from
https://bit.ly/2Smcm6r

Mcginn, N., & Reimers, F. (11 of 2017). Informed dialogue. The use of research to shape educational
policy.Retrieved from https://bit.ly/2NZ3G7r

Mexico, G. d. (2019). National Development Plan 2019-2024. Obtained from

https://bit.ly/2OLXoVz

SEMS. (2019). Public policy lines for Higher Secondary Education. Mexico: SEP.
Retrieved from https://bit.ly/2DwyvIS

SEP. (2015). Security protocols for federal educational centers of Education

Upper Average. Retrieved from https://bit.ly/2Y6gJHT

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 SEP

María de los Ángeles Cortés Basurto

General Director of the Baccalaureate

Ixchel Valencia Juarez

Director of Academic Coordination

Eje 8 Sur José María Rico 221, Benito Juárez Mayor's Office, Colonia Acacias

CP 03240, Mexico City

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