JUSTIFICATION OF THEMUNICIPAL SCHOOL SUPPORT PROGRAM

The educational reinforcement plan emerges as a necessity to support the

students who do not achieve basic competencies or present
specific learning difficulties and, therefore, low
grades, during non-school hours, with activities aimed at
improve the use of these basic competencies related to content
instrumentals, learning strategies and relationship skills
coexistence.

The purpose of this program is to improve the prospects

students of the student with difficulties in Primary Education and the
first year of Compulsory Secondary Education. The objective is
to ensure that students achieve the basic competencies,
concretely adjust the educational intervention to the students in the areas
basic instruments: Spanish Language and Mathematics, with a
Dynamic, flexible, and open support program.

NAME ANOTHER SECTION HERE

The primary education student must master a set of habits and

techniques that will serve as a tool for continuing their learning
in Secondary Education and complete their teaching period.
mandatory.

On the other hand, a series of objectives must be achieved throughout

primary education and that are related to competencies
basics:

Understand and produce oral and written messages in Spanish

taking into account the different intentions and contexts of communication,
as well as understand and produce simple oral and written messages
contextualized.
Communicate through means of verbal and body expression,
visual, plastic, musical, and mathematical, developing reasoning
logical, verbal and mathematical, as well as aesthetic sensitivity,
creativity and the ability to enjoy the works and
artistic manifestations.
Use procedures to solve simple problems
timely to obtain the relevant information and represent it
through codes, taking into account the conditions
necessary for its solution.

In this educational stage, special emphasis will be placed on attention to the

diversity to the students, in individualized attention, in the
prevention of learning difficulties and in the implementation of
reinforcement mechanisms practice as soon as they are detected
difficulties.

OBJECTIVES - PURPOSE

The objectives to be achieved are:

Achieve that they acquire the basic competencies for development

of the areas of language and mathematics and the objectives of the
Primary Education and first year of Secondary Education,
providing them with a preparation to understand and act in the
various manifestations of everyday life.
Adapt ourselves to their learning pace, to their characteristics and
needs.
Use a globalizing approach when it comes to organizing the
contents.
Facilitate to the students the achievement of constructive learning and
significant improvements in their learning procedures.
Search the functionality of the learnings.
Empower this learning and the academic performance of these
students through:
To acquire habits of organization and consistency in the
work.
The encouragement for study, proposing effective methods of work.
C. the improvement in skills and attitudes associated with reading
writing.
Provide them a more personalized attention than the one provided
in the classroom to help them gain confidence and autonomy.
Help them to develop social skills that promote their
integration, both in the regular classroom and in its environment
familiar and social.
to facilitate them the achievement of constructive learning and
significantly improving their learning procedures.
 Encourage them a positive and active attitude towards learning.
Reinforce them personal and social self-esteem, improving its
social integration in the group and in the center.
Structure them Teaching in small steps.
Facilitate the transition from one cycle to another.
Use materials adapted to the level of curricular competence,
simultaneously with common classroom materials.

To achieve the objectives, actions can be organized that

strengthen the lines of work of the center's curriculum in FOUR
BLOCKS:

Competencies basic: oral and written comprehension and expression,

problem solving and digital literacy.
- Estrategias learning, motivation techniques, self-control
of interferences and work planning.
Coexistence practices and social skills in spaces
curricular and extracurricular.
Development of personal effort values, collaboration,
solidarity and tolerance.

The development of these blocks must be projected in a dynamic way and

interactive, never in a linear and static way, as we have already
efforts are being made to strengthen basic competencies in sync with
the contents they have developed in their morning classes.

METHODOLOGY

General:
Measures aimed at preventing difficulties through adaptation of
some of the curricular elements, without altering their nature and/or
organizational measures that are carried out from initial levels of
planning.
Among them are the following:
Adjustment of objectives: prioritize, vary timing...
Organization of content in integrative areas.
Methodologies that promote the participation of all students
Plan.
Cooperative learning
Individual learning
Promotion of student participation
Combine different types of activities: individual work,
exhibition, information search, group work...
Development of strategies that promote autonomy in the
learning
Include the production of materials by the student.
content of the
different subjects.
Selection and utilization of diverse curricular materials.
To vary the times, the forms, and the instruments of collection of the
information.
to reinforce what relates to values or to certain types of capabilities
affectionate.
To reflect on the teaching processes by the teacher:
adjustment, readjustment.
Establish a clear relationship between the objectives of each area and the
capabilities of the stage.
Advice to the involved teaching staff.
Having a classroom as a source of diversified resources and
adapted to the
needs of the students.
Periodic meetings of the teaching team. Follow-up on cases and
intervention when the situation advises it.

b.- Specifics:
Set of measures aimed at preventing and/or compensating difficulties,
through organizational modifications and/or elements
curricular, without altering any of the essential elements. They are:
Measures of expansion and deepening.
Recovery and reinforcement activities.
Reinforcement measures for students with curricular delays
generalized.
Curricular adaptations in the curriculum without altering elements
essentials.
Temporary flexible groupings.

Activities to be carried out:

Enrichment and reinforcement activities in the instrumental areas
basics:
Program to improve study techniques and habits.
Training program in social skills.
Program to improve mechanics and reading comprehension.
Strategies to improve student motivation.
Strategies for improvement in calculation and resolution of
problems.
 Programs to carry out adequate reading and writing.

In addition to the provision of review classes, we incorporate a

methodology based on collaborative work with the following
objectives:
to favor the participation of all types of students for the
creation of heterogeneous groups for effective teamwork.
Involvement of families that are also incorporated in each
one of the created groups.
Obtain the maximum performance of the students as demonstrated
group work with this methodology.
Acquisition of basic skills (social and civic,
learning to learn, autonomy and personal initiative that
they are acquired directly through collaborative work.

Task planning: It is about teaching them to organize themselves.

study time. For this, they will have a form in which
they will add the task they must perform by level of difficulty noting
also the estimated time and the time actually used.

COMPLEMENTARY ACTIVITIES
Library tutored: it is about collaborating with families and
create a library together to promote the encouragement of the
reading.
Visits Cultural:
Theaters: allowing students to reflect on
stereotyped attitudes and habits. With dramatization being the
better way to work on it besides being an experience that
it is particularly interesting for integrating the
students.
Workshops about study techniques given by
specialized personnel in which, through dynamics of
group is achieved...
Viewing and debates around movie fragments.
Planks of news, clippings and articles

INTERVENTION (COLLABORATION) WITH FAMILIES

Contact with families to gain their involvement in the
the teaching-learning process of our students is one of
our priorities. To achieve this goal we rely on the
legal channels and we are also carrying out new experiences.

Our objectives related to families are:

 Inform them about the learning difficulties of their children,
of the organizational and pedagogical measures adopted, as well as of
the progress achieved.
To orient them so that they collaborate and get involved in the process of
teaching-learning.
Acquire effective educational commitments, with parents and the
mothers of students who have learning difficulties.

First of all, it is necessary to point out that there will be a meeting with the
families at the beginning of the school year: we take advantage of this meeting to
treat
Topics related to the organization and functioning of the course,
its structure, resolve any questions that may arise, inform
about the office hours of the teachers. In this first
the meeting begins to emphasize the importance of involvement
the parents in the teaching-learning process of their
children, making them see that the work of the teaching staff will be
strengthened if a series of habits are prioritized at home
study.
To make our application known (for mobiles, computers and/or
communication tablets with families: this platform allows
parents have information about attendance absences of
your children, exam dates, assignments and tasks, grades, messages
certificates to the parents... We believe this is a fairly reasonable measure.
effective so that parents are informed at all times
of the academic progress of their children so that they can take the necessary measures
they are created as needed at every moment.

Furthermore, it should be noted that guidelines will be developed for the

families. These guidelines will be provided at the end of each
quarter, and will be provided to families to help with the
implication and collaboration of the same in the educational process of
your children, and that they address the importance of school tasks to
carry out reading stimulation at home and how to help the
children in studies.
In addition, at the end of each quarter, it will be delivered along with the report.
of grades, an individualized report of the students who attend the
program.

We believe in the effective and real participation of families and in the

collaborative work of the students.

TEACHING STAFF INVOLVED IN THE DEVELOPMENT OF THE PROGRAM

In general, all the teachers involved in the reinforcement plan
Educational will have, among others, the following functions:
 The evaluation of the learning process of the students, as well as the
evaluation of teaching processes.
The guidance and support of the student's learning in their process
educational, in collaboration with families. Propose strategies
educational, organizational, and methodological.
 upport students inside or outside the regular classroom in the areas
S
in which there is a problem.
Development of material adapted to special educational needs.
Adaptation of the material taught in class and, if applicable, carry out
a little significant AC
Attention to intellectual, emotional, psychomotor, and social development.
and the moral of the students.
Periodic information to families about the process of
learning of their sons and daughters, as well as the guidance for their
cooperation in it.
 he observation; analysis and continuous improvement of the processes of
T
corresponding teaching that is carried out with these students.

Management teams
The functions of the management team within the development of the Plan
Reinforcement:

 evelop the proposal for the educational project of the center and of the
D
annual general programming, in accordance with the guidelines.
Collaborate in the planning and development of the program of the Plan.
 acilitate proper coordination with all professionals
F
involved in the Plan and in the center and seek the necessary means
for the most effective execution of their respective competencies.
Provide the information required by the services
competent educational and by the family.
Coordinate academic activities, guidance
complementary of teachers and students in relation to the project
educational, the curricular projects and the annual general programming.
Coordinate the tasks of the program teachers.
Coordinate and promote family participation in the plan of
the students of the program.
Provide criteria for the introduction within the Plan of
measures that help in addressing social and cultural diversity
of the students, facilitating their welcome, integration, and participation, thus
as the continuity of their educational process.
Contribute to the optimal use of educational resources.
Develop and provide educational guidelines and instructions to the
parents in relation to the education of their children.
 pecific information about the possible children who may present.
S
educational needs.
  ollow-up and evaluation meetings of the involved professionals
F
in the center.
Student proposals to participate in the plan.
Coordination with the professionals involved in the center in which
the intervention is carried out.

PROGRAM EVALUATION
The evaluation constitutes a continuous process that is part of
own teaching and learning process: the main purpose of
The evaluation is to obtain the information that allows for adjusting the process.
from teaching to real progress in the construction of learning
the students.
The evaluation will be useful.
For the students, as it will indicate the difficulties that
hinder their evolution and maturation.
For the teaching staff, because it will indicate the need to correct their
objectives and their methodology, as it may introduce modifications
in its orientation and organization.

The evaluation, as a continuous process, first requires assessing the

starting point of each student obtaining data about the moment of
development of its basic capabilities and curricular competence
with what new learning begins.

The initial assessment should be done at the beginning of each moment of

learning, whether this is the beginning of schooling, the beginning
of a cycle, the one of a didactic unit or the one of a content that is
approaches for the first time. The fact should not serve as a starting point
that students of a certain age or educational level (the student must
to be evaluated based on the objectives proposed for it
initial evaluation.
It will also be necessary for the tutor teacher to prepare reports on
evaluation of the students. This reports should provide information
global regarding the student's situation in relation to the moment of
learning in which it is located.
Teachers will evaluate both the students' learning and the ...
teaching processes and their teaching practice in relation to achievement
of the educational objectives of the curriculum.
The evaluation of the teachers' own teaching practice is revealed
as one of the most powerful training strategies to improve the
quality of the teaching-learning process.
To carry out this evaluation of the teaching processes will be
undeniable value of the global evaluation process data of the
alumnos, como indicador de los aciertos o deficiencias de las
decisions made.
The evaluation of the Educational Reinforcement program during school hours,
it will be carried out internally by the teaching staff of the center that intervenes
in the same addressing the achievements made by the students in the
following aspects:
continuous evaluation carried out by the support teacher
opinion of the tutors
valuation of families
evaluation results, compared to the results of
previous evaluations and the improvements observed by the program
student participation in class
punctuality in attending the reinforcement class
better relationship of the student and their family with the center and its
teachers
improvement of the student's self-esteem and confidence

The final evaluation of the program will take place in the second half of
May, the results will be collected in the annual report that will be sent.
for its assessment.
REINFORCEMENT PROGRAMMING
LANGUAGE 1st and 2nd
JUSTIFICATION OF THE PROGRAM
The planning of the teaching-learning process is the key factor.
for educational quality.
The preparation and effective development of documents that specify the
educational intentions of the
centers can be considered as an indicator of the quality of teaching.
Planning is anticipating, and this involves determining objectives, choosing
some guidelines
concise and have the technical means to make possible the
achievement of those objectives.
Hence the need to carry out a didactic programming, avoiding
the improvisations, already
which allows an appropriate educational response to the type of students and
ensures the continuity of the
teaching-learning process. Likewise, programming facilitates the
reflection on the practice
evaluating the results achieved.
Thanks to programming, it is known what one wants to teach, the most
important, for what,
when and how it should be taught indicating the methodology and the
didactic materials that are
precise.
This Program is intended to respond to the needs
educational from all the
students who need support, whatever their uniqueness, bringing to
I finish a care
personalized, in which the student reaches the optimal level of
development of your
potentialities.
1
We have planned the teaching activity according to the needs.
and starting levels
of the students through an initial evaluation generally adapted to the
class group and in
particularly those students who have learning difficulties.
This program is aimed at students in 1st and 2nd grade of Primary School who
they have difficulties in the
language area and for those who have been promoted to 3rd, but who
they have not overcome this
subject.
OBJECTIVES
E
 xpressing oneself orally.
 R
 ecognize, read, and write the phonemes and their spelling.
E xpand vocabulary.
U  se uppercase and lowercase letters correctly.
R  ead fluently, with intonation and acquire a reading speed
suitable for their level.
L  isten to performing reading comprehensions adapted to their level.
D  evelop written expression through increasingly complex texts.
complex, starting
de una palabra, la frase y el parrafo
E  xtract the main ideas from a text.
CONTENTS
Oral and written expression.
R  ecognition, reading, and writing of phonemes and their spelling.
A  udition and reading of stories to expand vocabulary.
P  roper use of uppercase and lowercase letters.
F  luid reading and appropriate rhythm.
C  reation of texts.
L  ocation of the main ideas of a text.
ACTIVITIES
Hold assemblies where children express their feelings,
wishes..
We will have brainstorming sessions.
we will create an anima-alphabet where each phoneme will be associated with a
animal, of
so that the children associate each phoneme with their animal.
Escribe el abecedario, mayuscula y minuscula, en orden alfabetico.
Separar palabras encadenadas.
Form sentences from one word, two....
Sort the vignettes and write the text.
Answer a series of questions in oral and written stories.
EVALUATION CRITERIA
I t is expressed orally.
R  ecognizes, reads, and writes phonemes.
E  xpand vocabulary.
U  se uppercase and lowercase letters correctly.
1
R  ead with fluency and intonation. Acquire an appropriate speed for each
level.
L  isten, perform, and understand readings.
E  xtract the main ideas from a text
METHODOLOGY
Starting from prior knowledge, we will implement a methodology in which
the children discover
the need to learn to transfer the acquired knowledge to
everyday life; that's why
the methodology will be motivating, stimulating, and playful, thus the
children will learn to learn.
The chain reading of the story summaries will provide you with a
valuable information
about the students' skills. They pay special attention to the
following issues:
The vocalization of words and the recognition of the different
spellings.
The fluent reading of words, avoiding syllabication.
The respect for pauses between sentences and paragraphs.
Faithful reading, without omissions or additions.
The correct intonation.
The reading pace, neither too slow nor too fast.
INDICATORS
Recognizes, reads, and writes phonemes and their spelling. Is related to
the competencies: 2-
3 and 5.
Expand vocabulary. Competencies: 2-3-4-5-7 and 8.
Use uppercase and lowercase letters correctly. Competencies: 2-3 and 5.
Read and acquire an appropriate speed for your level. Competencies: 2 and
3.
Listen and carry out comprehensive readings. Competencies: 2-3 and 5.
Develop the written expression, starting from the word, phrase and
paragraph. Skills:
2-3 and 5.
BASIC COMPETENCIES
M  athematics.
L  earning to learn.
A  utonomy and personal initiative.
I nformation processing and digital competence.
L  inguistic communication.
K  nowledge and interaction with the physical world.
S  ocial and civic.
C  ultural and artistic.
PROGRAM: EDUCATIONAL REINFORCEMENT
LEVEL: 3rd GRADE OF PRIMARY EDUCATION
AREA: SPANISH LANGUAGE AND LITERATURE
1.- JUSTIFICATION
The purpose of the content of this program is aimed at those
students who do not
they have passed the area of Spanish Language and Literature during the
previous level, 3rd level of
Primary Education and, they access the following, 4th year of Primary Education,
with a level of
lower curricular competence.
This must be reinforced within the classroom in flexible groupings.
to try
recover what was not acquired in 3rd grade and access it throughout the course
aspects to work on in the fourth.
Similarly, students who have passed the area in second,
but what to
Throughout the third course, they encounter difficulties in aspects
concrete, they will be able to
to incorporate into this program to address its deficiencies and thus return
to his class group for
continue with your learning process.
2. NEEDS DETECTION, INTERVENTION FILE
FOLLOW-UP
This report will cover the following aspects:
-Ano escolar, Centro, nivel, curso, alumnos/a y tutor/a.
Initial assessment test for the evaluation of competencies
curricular.
Student with special educational needs/learning difficulties or learning difficulties.
Curricular competence level.
Request for psychopedagogical/speech therapy evaluation.
Detected deficiencies.
Objectives, content, educational resources, methodology, criteria of
evaluation and others
observations.
-Horario de refuerzo semanal (dia, hora, materia, maestro/a del
reinforcement and classroom where it is
will impart).
Recording sheets on biweekly follow-up: set objectives
and worked in a
fortnight, evaluation and observations of the same learning and
date on which it
they managed to achieve those objectives.
Record sheet with the date of achievement of the indicators.
3.-OBJETIVOS
Create short coherent sentences using uppercase at the beginning.
beginning and point at the end.
Respect the presentation, order, and cleanliness.
Use the basic spelling rules correctly at the level: the
sound k, the sound z, the
soft G sound, the question marks and exclamation points, the sound
R strong, the sound J,
words ending in y, the division of words, the comma, words
with br and bl, words with
mp and mb, words ending in z and d, words ending in illo,
well, the colons, ...
Use the basic grammatical rules of the level correctly:
sentences and words, sounds and
letters, the syllable, syllable classes, nouns, gender and
number of nouns, the
determinants and the article, the adjectives, the gender and number of the
adjectives, the pronouns
personal, the verb, the verb tense,...
Write short written texts.
Read with appropriate intonation and speed, respecting the signs of
punctuation.
Understand small texts.
1
To express your ideas orally in an organized manner using vocabulary.
basic.
4.-CONTENTS
Creation of short sentences, developed from an idea or theme.
exposed by the
master or colleague, as well as those that start from knowing your
meaning and integrate them into
a sentence contextualizing them.
Placement of capital letters at the beginning of the sentence and a period at the end.
Creation of small sentences and dictations that include
the spelling rules
basics of the level.
Application of grammatical rules in oral and written expression.
-Preparation of small written texts such as stories, opinions,
arguments, ...
Conducting interviews, questions, debates, expression of
opinions teacher-student or
student-student orally and using a certain fluency in the
vocabulary.
5.-ACTIVITIES AND RESOURCES
Activities and digital resources such as: from J CLIC,
[Link], [Link]
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[Link]
[Link],...
Activities prepared in the 'Recovery, Support and Assistance Program'
educational reinforcement
Activities of the 'Program for the Improvement of Attention'.
Reading workshops, stories, games, and poetry.
Oral Communication Workshop through oral auditions.
Visual Spelling Program.
-100 proposals to improve communication skills
linguistics.
Preparation of a newspaper from the Center collecting news about
throughout the entire course.
-Elaboracion de un diario personal e intransferible escribiendo lo
happened during the day.
6.-METHODOLOGY
We want to activate in children a motivation and an interest in
contents that do not
they have been surpassed at another moment in their learning and we must
do it using tasks
fun, with workshops, with computer resources and transferring their
needs and concerns in
a personal diary, preparing a newspaper with the writing of
facts, events
activities on designated days, interviews, excursions carried out,
celebrations, etc. have gone
occurring throughout the course. Likewise, we want that
develop a taste for the
development of stories, enhancing their imagination to places and
with fictional characters.
It is also intended for them to be encouraged to read for pleasure what they like.
freely choosing from
the school library its own titles and books, etc.
All of this will be carried out in a fun dynamic that will make
that your attention
and I unconsciously integrated the content that has been
difficult or, simply
bored at another time.
7.-EVALUATION
a. Evaluation criteria.
["El sol brilla en el cielo.","Los pájaros cantan al amanecer.","La lluvia cae suavemente sobre el suelo.","Los niños juegan en el parque.","La luna ilumina la noche."]
point and dot at the end.
Respect the presentation, order, and cleanliness.
Use the basic spelling rules correctly at the level: the
sound k, the sound z, the
soft G sound, the question and exclamation marks, the sound
R strong, the sound J.
1
words ending in y, the division of words, the comma, words
with br and bl, words with
mp and mb, words ending in z and d, words ending in illo,
well, the colons, ...
Use the basic grammar rules of the level correctly:
sentences and words, sounds and
letters, the syllable, types of syllables, nouns, gender and
the number of nouns
determinants and the article, the adjectives, the gender and number of the
adjectives, the pronouns
personal, the verb, the verb tense,...
-Draft short written texts.
Read with appropriate intonation and speed, respecting the punctuation marks.
punctuation.
Understand small texts.
Express your ideas orally in an orderly manner using vocabulary.
basic.
b. Indicators and their relation to basic competencies.
Respect the presentation, order, and cleanliness in your compositions.
written: 1, 4, 6 and 8.
-Es capaz de escribir oraciones con coherencia, utilizando los signos
basic punctuation:
1, 7 and 8.
Correct use of spelling at levels: 1, 2, 7, and 8.
-Compone narraciones de mas de cuatro oraciones: 1, 2, 3, 4, 5 y 8.
-Es capaz de extraer de un texto las ideas principales: 1, 2, 7 y 8.
He/She is able to organize ideas with coherent logic in his/her
written compositions or
oral: 1, 4 and 7.
c. Basic competencies.
1.-Competence in linguistic communication
2.- Mathematical competence
3.-Competence in knowledge and interaction with the physical world
4.-Information processing and digital competence
5.- Social and Civic Competence
6-Cultural and Artistic Competence
7.-Competence to learn to learn
8.-Competence and personal initiative
Sheet to inform the family about the progress of the reinforcement.
-Ano escolar, Centro, nivel, curso, alumnos/a y tutor/a.
Initial assessment test for competency evaluation
curricular.
Student with special educational needs/Individualized Education Plan or Individualized Education Plans.
Curricular competency level.
Request for psychopedagogical/logopedic assessment.
Detected deficiencies.
Objectives, content, educational resources, methodology, criteria of
evaluation and others
observations.
-Horario de refuerzo semanal (dia, hora, materia, maestro/a del
reinforcement and classroom where
will impart)
Record sheets on bi-weekly follow-up: set objectives
and worked in a
fortnight, evaluation and observations of the learning of the same
date on which it
they managed to achieve those objectives.