Note to facilitator:

The table on Low English Literacy will be filled out by the participants during the activity later.
Talking point/s:
This table is not included in the guidebook. It is also not a template but it should help us with
our thinking process as we develop our general objectives.
Any objective has the following element:
1. Indicator
2. Baseline – Take note that the baseline is not always formulated as a range. In some
cases, the baseline has a single value (e.g. 50 MPS)
3. Target – Target may be higher than the Division target.
4. Time Period – The time period is the duration of the SIP. This could be broken down per
year which can be indicated in your AIP.
In this example, we have identified 2 PIAs: Dropout and Low English Literacy. For Dropout, the
first question you should ask yourself is “what is it about the PIA that made it an improvement
area?” In this case, the school’s dropout rate is significantly higher at 4% versus the Division’s
standard level of 1%.
The next question to ask yourself is “what do you want to happen?” In this case, you want your
school’s dropout rate to reduce from 4% to the Division’s standard level of 1%.
To make your life easier, be consistent with your choice of words. So when you think of what
you want to do, it is “to reduce”. To reduce what? The dropout rate.
Remember to include the baseline, target, and time period when you formulate your general
objectives. Therefore your general objective is “To reduce the dropout rate from 4% to 1% in 3
years” Usually, objectives are phrased in this manner: To + verb + what (indicator) + by how
much (from and to) + by when.

Talking point/s:
In setting up your objectives, you must be clear and concise on what you want to achieve.
These objectives will guide you throughout the planning process.
Remember that the plan will be anchored on the objectives. It will help the school determine
what needs to happen to go from where they are right now (their current status) to where they
want or need to go (their targets).