This study employed a descriptive-correlational design to examine how School Improvement Plan (SIP) strategies in 23 junior high schools affect student reading outcomes. Surveys from administrators, teachers, and parents measured how SIP elements—input, planning, implementation, monitoring, and evaluation—influenced reading motivation, habits, and engagement. The main finding was that integrating evidence-based SIP strategies into daily school routines, particularly through institutionalization and ongoing capacity-building, led to significant improvements in reading outcomes. Students showed increased interest and engagement in reading, but regular habits still lagged. The study found that having SIP resources alone is insufficient; integrating them into school culture and providing continuous training are essential for reading achievement. Stakeholder consensus confirmed that collaboration through SIP is vital to fostering literacy. No literature was cited in this summary. Keywords: school improvement, reading motivation, institutionalization, student engagement, evidence-based strategies, junior high schools, literacy programs