1. Presented By G.GOUTHAMAN PG TEACHER /TECHNICAL SUPPORT GROUP. RMSA, TIRUVARUR

3. Results Based Programme Planning, to ensure that the sum of interventions is sufficient to achieve the expected result Results Based Programme Management, to ensure that human and financial resources stay focused on the expected results throughout the cycle

4. Ultimate Aim To improve student achievement Team work & collaborative working pracices To increase the involvement of parents To determine the needs for the betterment of the school

5. Steps in Planning STEPSCRITERIA Step OneStakeholder Participation in Developing a Shared Vision Step TwoDeveloping Learning Goals Step ThreeDeveloping Indicators of Success, Means of Verification & Action Strategies Step FourDeveloping an Implementation Plan Step FiveMonitoring and Evaluation

7. Step One: Stakeholder Participation in Developing a Shared Vision  Identify and contact stakeholders  Hold meeting with stakeholders  Carry out Stakeholder Analysis  Develop a Shared Vision  Establish a School Improvement Action Group (SIAG) to support the planning process

8. Stakeholders  Headmaster  Teaching & Non-teaching staff  Students  Parents  Local business people  Educational Officers  Police  Community members  MPs & MLAs  Past students  Health workers  and more…

9. Bammy Diagram

10. School – Community Diagram

11. Shared Vision  What will be the relationship between the school and the community?  What will be the role of the school in the community?  How will people behave towards one another?(students,staff,headmaster,parents & all stakeholders)  How will the different groups contribute towards the achievement of the goals?

12. School Improvement Action Group Establish a SIAG i)a representative from various stakeholder groups. ii)Selection of members is crucial. iii)Selected by the stakeholders groups & will be accepted by them.

14. Step Two: Developing Learning Goals Work with Stakeholders to  Share data from Students’ results  Carry out analysis of ‘soft’ and ‘hard’ data  Develop Learning Goals based on analysis of data  Priorities Learning Goals

15. Smiley Charts

16. Problem Tree

17. Learning Goals Standards of Achievement focuses on ‘academic’ learning. Personal Development focuses on changes in values, attitudes & beliefs not students’ actions.

18. Learning Goals R - refined as a result of drawing all the desired achievements into realistic statements. I - identified from interrogating data (analysis of exam results, attendance and other data/ Smiley Charts/ Problem Trees) G - gathered from all stakeholders. H - highlight student achievement and personal development. T – timed to be completed and maintained within the period of the plan.

19. Prioritising Matrix

21. Step Three: Developing Indicators of Success, Means of Verification & Action Strategies  Refine the Learning Goals  Develop:  Indicators of Success (lOS) for each Goal  Means of Verification (MOV) for each Goal  Action Strategies for each Goal

22. Develop IOS & MOV & Action Strategies SIAG – Refines the goals & records them in SIP. IOS & MOV for each goal can be developed.

23. IOS & MOV Indicators of Success S – Specific M - Measurable A – Achievable R – Realistic T - Timed Means of Verification a) What information is required? b) Where & How can it be obtained? c) When will it be needed? d) By whom?

24. Indicators of Success (IOS) GOAL: Improvement in Grade 6 students results for mathematics to 70% by 2005. INDICATORS: The Grade 6 average for mathematics will rise from 42% for boys and 55% for girls in 2002 to 70% for boys and 75% for girls by 2005. By 2005 no student will score less than 40%. Year One: Boys - 50%Girls - 61% Year Two: Boys - 60%Girls - 68% Year Three: Boys - 70%Girls - 75%

25. Indicators of Success (IOS) GOAL: Improvement in students' attitude towards education and the school. INDICATORS: Improvement in attendance from 52% for boys and 72% for girls in 2002 to 85% for boys and 90% for girls by 2005. Increase in number of students submitting homework on time from 58% for boys and 65% for girls in 2002 to 95% for both boys and girls by 2005 Increase in number of students participating in extra- curricular activities from 38% in 2002 to 66% by 2005

26. Develop Action Strategies learning support (resources, guidance, welfare, health) teaching characteristics (methodology, staff development, materials development, curriculum development) facilities/accommodation (minor works, improvements to facilities) management / organisation

27. Action Strategy with Tasks

29. Step Four: Developing an Implementation Plan  Determine the resource available, and those needed  Carry out Future Basing  Identify hindering and helping forces – Force Field Analysis  Develop Implementation Plan  Evaluate SIPlan and SIPlanning process

30. Resource Audit

31. Future Basing

33. Evaluation of the SIP Level of Participation 1) Identifying successes & problems 2) Setting goals based of the causes of the problems identified. 3) Prioritising goals. 4) Determining action plans. 5) Planning the implementation.

35. Step Five: Monitor, Evaluate and Report Progress Review the SIPlanning process Measure extent Learning Goals were achieved Measure extent Action Strategies helped achieve the Learning Goals.

36. Step Five i)Monitoring Implementation of Action Strategies a) Each action strategy a Strategy Manager (SM) b) SM – receive regular progress report from the people responsible for the different tasks. c) SM – give regular reports to the SIAG. ii)Carry out review of SIPlanning process. iii) Analyse all relevant data to measure progress towards goals. iv)Record results of analysis for display v)Evaluate effectiveness of Action Strategies for each goals.

37. Planning Cycle