Improvement plan for 2019 to 2021 - Click to upload school logo - Tumby ...
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Improvement plan for Tumby Bay Area School
2019 to 2021
School name
Tumby Bay Area School Click to upload school logo
Vision statement
Students are well prepared for a changing world in which they
view learning as a means of creating better life opportunities.
Our TRAC (Trust, Respect, Achievement, Community) values
underpin all that we do:
Trust is relying on each other to be honest and responsible and
act with integrity.
Respect is embracing differences, valuing opinions and
respecting yourself and the environment.
Achievement is working productively and utilizing a growth
mindset to reach your personal best.
Community is interacting with a range of people in a unified
way to achieve common goals
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
2019: 75% of Reception achieve the SEA in Running Records.
All students from R-1 increase 75% of students in Year 1(excluding those with a One Plan) reach the benchmark
If we explicitly teach the components of the Big 6,
achievement in reading for the phonics screening including a synthetic phonics program, we will increase
2020: 90% of in Year 1 exceed the SEA in Running Records -
students reading achievement
85% of students reach the benchmark for the phonics screening
2021: 90% in Year 2 achieve level 30 in Running Records
95% of students in Year 1 reach the benchmark for the phonics screening
All students from 2-12 2019: 80% in Year 7 achieve SEA in PAT R & all students If we use a teaching and learning cycle that requires
increase their reading meet Stage 1 compulsory achievement in English teachers to explcitly teach the reading comprehension
comprehension skills skills that effective readers use, students will increase
2020: 80% in Year 8 exceed SEA in PAT R & 85% of
Stage 1 students reach B band level in English their reading comprehension skills.
2021: 85% in Year 9 reach high band achievement in PAT R &
20% of Stage 1 students achieve in the A band level in English
Page 2 of 12Improvement plan for Tumby Bay Area School
2019 to 2021
How to complete this template
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will provide support.
• Complete steps 1 to 3 during term 4 of 2018 and have it approved by the principal, governing council chairperson, and education director.
• Email this plan (steps 1 to 3) to your education director.
• Publish your school improvement plan on your school website.
• Work through step 4 (Improve Practice and Monitor Impact) regularly throughout the school year. This step does not need to be published on your website.
• Complete step 5 (Review and Evaluate) in term 4 of each year. This step does not need to be published on your website, though it should inform the
Improvement Planning and Outcomes section of your annual report to the school community.
• Your school improvement plan will be current for 2019 to 2021 and should be updated in term 4 each year.
For further information and advice, contact:
Andrew Wells
Review, Improvement and Accountability Manager
Phone: 8226 1576
Andrew.Wells@sa.gov.au
Page 3 of 12Step 1 Analyse and prioritise
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3
goals and annual targets for student learning improvement in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Goals Targets
Goal 1 All students from R-1 increase
2019: 75% of Reception achieve the SEA in Running Records.
2019 75% of students in Year 1(excluding those with a One Plan) reach the benchmark for the phonics screening
achievement in reading
2020 2020: 90% of in Year 1 exceed the SEA in Running Records -
85% of students reach the benchmark for the phonics screening
2021 2021: 90% in Year 2 achieve level 30 in Running Records
95% of students in Year 1 reach the benchmark for the phonics screening
Goal 2 2019: 80% in Year 7 achieve SEA in PAT R & all students meet Stage 1
All students from 2-12 increase their 2019
reading comprehension skills compulsory achievement in English
2020 2020: 80% in Year 8 exceed SEA in PAT R & 85% of Stage 1 students reach
B band level in English
2021 2021: 85% in Year 9 reach high band achievement in PAT R & 20% of Stage 1
students achieve in the A band level in English
Goal 3
2019
2020
2021
Page 4 of 12Step 2 Determine challenge of practice
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the
question ‘What areas of practice should we focus on improving to reach our goals?’ Specify your challenge of
practice for each goal in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Challenge of practice
Goal 1 If we explicitly teach the components of the Big 6, including a synthetic phonics program, we will increase students reading
achievement
Goal 2 If we use a teaching and learning cycle that requires teachers to explcitly teach the reading comprehension skills that effective
readers use, students will increase their reading comprehension skills.
Goal 3
Page 5 of 12Step 3 Plan actions for improvement
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ Specify your
actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below.
The Quality School Improvement Planning Handbook explains how to do this.
All students from R-1 increase achievement in reading
Goal 1
Challenge of practice If we explicitly teach the components of the Big 6, including a synthetic phonics program, we will increase
students reading achievement
Actions Timeline Roles and responsibilities Resources
Leaders will provide opportunities for staff to collaborate, compare InitiaLit resources
Implement synthetic phonics Semester 1 and support Guidebooks and additional resources such as Speech
program 2020 Middle Leaders will have an understanding of InitiaLit and know Pathologist as directed by our formative assessment.
what is being implemented Sheena Cameron reading resources & Anne Bayetto as
LID will observe, provide feedback and expert advice
Consultant.
R-1 Teachers will complete training in InitiaLit, share learning with
colleagues and work as a team to benefit student achievement Literacy Agreement
LID, LET and SLLIP teams
Build the capacity of staff to Semester 1 Leaders will provide PD opportunities to support and work Challenge of practice cycle
collaboratively
effective teach the big 6. 2020 Middle Leaders will observe and meet with staff to ensure
consistency is occurring
LID will observe, offer support and share current knowledge
and resources
R-1 Teachers will have a sound understanding of the Big 6
Develop literacy agreements that Semester 1 Leaders will work with LET and ensure rigor is evident in Literacy Agreement, data sets and formative
classroom teaching and learning cycles
ensure practice in the big 6 is 2020 Middle Leaders will flag students who require intervention assessment pieces.
embedded LID will offer advice on best practice to Leaders and
teachers
R-1 Teachers will collaborate with staff and support team to
develop this aspect of literacy agreement
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued All students from R-1 increase achievement in reading
Actions Timeline Roles and responsibilities Resources
Ensure teachers are designing and Semester 1 Deputy Principal InitialLit Training Cycle
implementing a teaching and 2020 InitialLit manuals and documents
learning cycle Disciplined Dialogue time allocation
Develop a formative assessment Semester 1 Deputy Principal and R 1 Teaching Team Assessment Cycle
schedule that regularly tracks and 2020 SLLIP
monitors student achievement
Accountability - assess programs, Semester 2 R-1 Teaching Team, Deputy Principal and Release time for observations
observations 2020 Intervention SSOs
Student Voice
Total financial resources allocated
Success criteria
Students will apply effective decoding skills when reading. This will be evidenced by an increase in their
running record achievement and their phonics check.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 All students from 2-12 increase their reading comprehension skills
Challenge of practice If we use a teaching and learning cycle that requires teachers to explcitly teach the reading
comprehension skills that effective readers use, students will increase their reading comprehension skills.
Actions Timeline Roles and responsibilities Resources
2-6 Teaching Team will use PAT data and resource centre and Guidebooks and additional resources including the LID & LET
Check and monitor the strategies Semester 1 formative assessment strategies to guide teaching opportunities Teams
developed for Reading 2020 7-9 Teaching Team will use PAT data and resource centre, Tasmanian Guide Books
Pre & Post Testing Cycles from DfE
Comprehension and the impact embed formative assessment and BDA strategies
Sheena Cameron reading resources & Anne Bayetto as Consultant
SACE Teaching Team will work collaboratively to share
upon student achievement. successful strategies and use formative assessment to inform. Literacy Agreement
LID, LET and SLLIP teams
2-6 Teaching Team will observe peers and have a consistent
Respond to, check in and monitor Semester 1 approach to reading comprehension
Challenge of practice cycle
reading comprehension 2020 7-9 Teaching Team will be observed, use data effectively and
increase knowledge around best practice in reading comprehension
achievement through T&D, SACE Teaching Team will break down Performance Standards with
observations and further analysis students and used strategies to teach/support improved reading
comprehension skills in research tasks
2-6 Teaching Team will utilise the literacy block plan, participate in
Review cycle to either embed in Semester 1 internal moderation and observe each other Literacy Agreement, data sets and formative
Literacy Agreement or adapt and 2020 7-9 Teaching Team will engage with students to create goals, use word assessment pieces
walls in classrooms to support learning and embed new vocab and utilise
create new goals formative & summative assessment tasks to gauge understanding
SACE Teaching Team will formulate a range of formative tasks designed
to gauge and provide feedback on their engagement with a range of texts
and media
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued All students from 2-12 increase their reading comprehension skills
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated
Success criteria Students apply their understanding by responding to texts. They will be demonstrating high complexity in
their writing both in structure and word usage.
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3
Challenge of practice
Actions Timeline Roles and responsibilities Resources
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated
Success criteria
Page 11 of 12School improvement plan Approvals
Approved by principal
Name
Date
Approved by governing council chairperson
Name
Date
Approved by education director
Name
Date
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