Framework for Improving Student Outcomes (FISO 2.0)

Policy

This policy sets out the implementation process for using the new Framework for Improving Student Outcomes (FISO 2.0).

Summary

• Outlined below is the revised Framework for Improving Student Outcomes (FISO 2.0) which is the continuous improvement framework for all Victorian government schools.
• The FISO 2.0 has been redesigned to place learning and wellbeing at the centre of school improvement and is a direct response to the findings of the Royal Commission into Victoria’s Mental Health System and advice from the profession.
• The FISO 2.0 has been simplified and streamlined to enable schools to focus on what matters most to improve every student’s learning and wellbeing outcomes.
• The FISO 2.0 comprises of:
  1. the 2 outcomes of learning and wellbeing
  2. the 5 core elements of leadership, teaching and learning, assessment, engagement, and support and resources
  3. the 10 dimensions that underpin the elements and, indicate priority areas of practice to improve students’ learning and wellbeing.
• The FISO 2.0 builds on the evidence base and in-depth research that underpins the original FISO, but with an enhanced focus on wellbeing.
• Guidance, tools and resources to support schools to implement the new framework will continue to be published and updated during the implementation of FISO 2.0. Refer to the Guidance tab and Resources tab for the latest versions.

Details

The FISO 2.0 sets out 5 core elements that together realise the goals of excellence and equity through developing the learning and wellbeing of every Victorian student.

When integrated, these elements build a positive environment through strong relationships that enables all students to become:

• happy, healthy, and resilient
• successful lifelong learners
• active, informed members of just and sustainable communities.

Outcomes

Learning

Learning is the ongoing acquisition by students of knowledge, skills and capabilities, including those defined by the Victorian Curriculum and senior secondary pathways.

Wellbeing

Wellbeing is the development of the capabilities necessary to thrive, contribute and respond positively to challenges and opportunities of life.

Core elements

Outlined below are the descriptors of the 5 core elements that reflect the evidence of what makes the most difference to student outcomes.

Leadership

Leadership is the development of shared processes and actions by staff and students that build a positive school climate for learning and wellbeing through practices and relationships based on high expectations, shared values and a culture of trust.

Teaching and learning

Teaching and learning refers to responsive practices and curriculum programs through which students develop their knowledge, skills and capabilities.

Assessment

Assessment is the use of evidence and data by school leaders and teachers to assess student learning growth, attainment and wellbeing capabilities to design and implement priorities for improvement.

Engagement

Engagement refers to the relationships and actions that support student learning, participation and sense of belonging to their school community.

Support and resources

Support and resources refers to the processes, products, services and partnerships that enable every student to strengthen their wellbeing capabilities and achieve the highest levels of learning growth.

Dimensions

The 5 core elements are each underpinned by 2 dimensions. These dimensions indicate priority areas of practice to improve students’ learning and wellbeing and are outlined below.

Leadership

• The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe and orderly learning environment
• Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core

Teaching and learning

• Documented teaching and learning program based on the Victorian Curriculum and senior secondary pathways, incorporating extra-curricular programs
• Use of common and subject-specific high impact teaching and learning strategies as part of a shared and responsive teaching and learning model implemented through positive and supportive student-staff relationships

Assessment

• Systematic use of assessment strategies and measurement practices to obtain and provide feedback on student learning growth, attainment and wellbeing capabilities
• Systematic use of data and evidence to drive the prioritisation, development, and implementation of actions in schools and classrooms

Engagement

• Activation of student voice, agency, leadership and learning to strengthen students’ participation and engagement in school
• Strong relationships and active partnerships between schools and families/carers, communities, and organisations to strengthen students’ participation and engagement in school

Support and resources

• Responsive, tiered and contextualised approaches and strong relationships to support student learning, wellbeing and inclusion
• Effective use of resources and active partnerships with families/carers, specialist providers and community organisations to provide responsive support to students

Related policies

• Annual Implementation Plan (AIP)
• Annual Report to the School Community
• Assessment of Student Achievement and Progress Foundation to 10
• Mental Health Fund and Menu
• Minimum Standards and School Registration
• Professional learning communities
• School Review
• School Strategic Plan
• Victorian Teaching and Learning Model

Guidance

Schools are encouraged to use the resources and tools outlined below to support their planning and implementation efforts.

This guidance contains the following chapters:

• The improvement cycle
• Practice tools
• Evidence base
• Framework for Improving Student Outcomes (2015 to 2021)

Guidance and resources for the previous FISO (2015 to 2021) will continue to be available for school’s reference during the transition to the new framework. As new and existing resources are published and updated on the Policy and Advisory Library (PAL) to align to the new framework, older guidance and resources will be retired.

The improvement cycle

The improvement cycle depicts the improvement process that Victorian government schools use to implement strategies and actions to improve every student’s learning and wellbeing. The cycle embodies the leading research and global best-practice research on school improvement and teacher professional learning.

Using FISO 2.0 to plan school improvement (DOCX) is now available to help schools use the improvement cycle effectively. It will do this by providing a common understanding and approach for school improvement, highlighting the specific decisions and actions that will make a real difference for student learning and wellbeing. It provides a process for school leaders and teachers to work through each stage of the improvement cycle.

By using the improvement cycle, schools engage in staged and continuous inquiry processes. The stages of the improvement cycle are as follows:

• Evaluate and diagnose education challenges and areas for improvement based on the learning and wellbeing needs of every student.
• Prioritise and set goals for improvement strategies and initiatives that have the greatest impact on student learning and wellbeing.
• Develop and plan improvement strategies and initiatives to ensure successful implementation.
• Implement and monitor selected improvement strategies and initiatives, including the impact these have on student learning and wellbeing, to adapt and respond accordingly.

The improvement cycle supports school review and school strategic planning, annual implementation planning, and regular cycles of inquiry. It can be used at different levels, from the whole-of-school to the classroom, and over different time periods, from 4-week cycles to annual cycles.

When implementing the improvement cycle, schools should consider the following:

• The improvement process is not always linear – it requires schools to move back and forwards to check, learn and adjust practice as necessary.
• The success of improvement strategies depends on how well they are implemented.
• Implementation is an iterative process of actioning what is planned, identifying and celebrating what is working, and adapting when barriers are encountered.

Practice tools

The practice tools support schools to effectively implement the improvement cycle as part of school review, strategic and annual implementation planning, and regular cycles of inquiry.

Schools use the practice tools in an integrated way to self-evaluate the effectiveness and impact of their practice on student outcomes against the 5 core elements of the FISO 2.0, using a broad range of data and evidence.

The practice tools comprise the following:

• system measures to support planning
• illustrations of practice
• continua of practice
• curriculum map for wellbeing capabilities.

Some of the practice tools are available on the Resources tab. An overview of each practice tool is provided below.

System measures to support planning (new resource)

The system measures (DOCX) include for example NAPLAN, Teacher Judgement, Attitudes to School Survey, and the School Staff Survey. They provide a reliable set of evidence-based measures for schools to use when evaluating and monitoring their practice.

The measures have been identified from Departmental analysis of data from Victorian government schools, with measures selected by their largest impact on, and correlation to, positive learning and wellbeing outcomes for Victorian government school students. They are also supported by Australian and international academic research.

Illustrations of practice (new resource)

The illustrations of practice (DOCX) are examples of effective practice within each dimension. They are used to diagnose areas for improvement, and can be used as a benchmark against which to reflect on current practice.

The FISO 2.0 dimensions indicate priority areas of practice that improve students’ learning and wellbeing. Self-evaluation of practice against the dimensions is supported by the illustrations of practice for each dimension, which support schools to look more closely at specific aspects of their practice within each dimension.

Continua of practice (new resource)

The continua of practice is a summative 4-point scale used in self-evaluation of the FISO core elements. Schools engage in self-evaluation of their practices and performance using a range of data and evidence including:

• system measures to support planning
• illustrations of practice
• school-based student data and evidence.

Self-evaluation against the continua comprises a balanced consideration of both student learning and wellbeing outcomes (to understand evidence of impact) and, using the illustrations of practice and school-based student data and evidence, an assessment of what practice in the school need further focused effort to improve student learning and wellbeing outcomes for this dimension.

Schools use the continua of practice as part of a review, and strategic and annual planning processes in the Strategic Planning Online Tool (SPOT).

The continua of practice is being updated and will be available soon.

Wellbeing capabilities – curriculum map

The 5 wellbeing capabilities are sets of knowledge and skills essential for students’ positive mental health and wellbeing. The wellbeing capabilities are taught explicitly in and through the teaching and learning program. They are not separate learning areas or capabilities but found within the Victorian Curriculum.

The wellbeing capabilities support schools to better understand the needs of their students to help them thrive, contribute, and respond positively to the challenges and opportunities of life. The purpose of the curriculum map is to illustrate the key learning areas and capabilities in the Victorian curriculum in which to find these sets of knowledge and skills. It can be used by teachers and school leaders to advance the wellbeing capabilities via their teaching and learning program.

By integrating learning and wellbeing, schools prepare students to manage the complexities of the world they live in. An increased focus on wellbeing can support students in being more resilient. To improve the health and wellbeing of students, a whole-school approach is critical for ensuring universal support. The illustrative curriculum map of the wellbeing capabilities supports schools to integrate learning and wellbeing as part of the teaching and learning program.

The curriculum map will be available soon.

Evidence base

The Framework for Improving Student Outcomes (FISO 2.0) is an evidence-based framework designed to support schools to focus their improvement efforts on practices that have the greatest impact on outcomes.

The FISO 2.0 is informed by contemporary research evidence, professional publications, government reports and research conducted by the department.

The FISO 2.0 builds upon the in-depth research conducted for the original FISO, but with an enhanced focus on wellbeing as an enabler of learning outcomes and as an outcome in its own right.

This enhanced focus on wellbeing is a direct response to:

• demonstrated correlations between student wellbeing and learning outcomes
• persistent long-term challenges in students’ wellbeing, which have been compounded by the impacts of COVID-19 and remote learning.

The evidence base provides detailed evidence underpinning the outcomes, elements and dimensions, and the measures to support planning. This document will be updated over time as new evidence emerges and the system learns how best to improve learning and wellbeing outcomes for students.

Detailed information on the FISO 2.0 evidence base (DOCX) is now available.

Framework for Improving Student Outcomes (2015 to 2021)

A key Education State reform initiative, the Framework for Improving Student Outcomes (FISO) was introduced in 2015 for all Victorian government schools to focus schools’ improvement efforts on improvement priorities shown to have the greatest impact on student outcomes.

Guidance and resources for the original FISO (2015 to 2021) will continue to be available in this chapter for reference to upcoming scheduled school reviews. As newly developed guidance and resources are published and updated on the PAL, older resources will be retired (end of Term 1, 2022).

FISO (2015 to 2021) original implementation guides

The 6 FISO Implementation Guides help schools use the FISO Improvement Cycle to translate their improvement strategies into the everyday work of staff:

• Building Communities (PDF)
• Building Communities (DOCX)
• Building Practice Excellence (PDF)
• Building Practice Excellence (DOCX)
• Curriculum Planning and Assessment (PDF)
• Curriculum Planning and Assessment (DOCX)
• Empowering Students and Building School Pride (PDF)
• Empowering Students and Building School Pride (DOCX)
• Health and Wellbeing (PDF)
• Health and Wellbeing (DOCX)
• Setting Expectations and Promoting Inclusion (PDF)
• Setting Expectations and Promoting Inclusion (DOCX)

2021 advice to schools on how to use the guides (PPTX) (staff login required)

Implementation toolkit

The guides contain suggested actions at different stages of the improvement cycle. The following templates are available to download separately to support schools to undertake these actions with their staff:

• Assessing readiness (evaluate and diagnose)
  • Building Communities (DOCX)
  • Building practice excellence (DOCX)
  • Curriculum planning and assessment (DOCX)
  • Empowering students and building school pride (DOCX)
  • Health and wellbeing (DOCX)
  • Setting expectations and promoting inclusion (DOCX)
• Making sense of data and evidence (DOCX) (evaluate and diagnose)
• Identifying where efforts will be prioritised (DOCX) (prioritise and set goals)
• Creating a theory of action (DOCX) (develop and plan)
• Mapping possible actions (DOCX) (develop and plan)
• Identifying how actions will be monitored (DOCX) (implement and monitor)

The Strategic Enablers for Implementation Guide

Achieving school improvement goals will depend on effective implementation, which requires several enablers working together to mitigate challenges and support continuous learning. This new guide outlines 4 key enablers that cut across and support improvement strategies and actions.

The guide supports schools to reflect on and strengthen the 4 key enablers. They build off the Essential Elements, which are pre-conditions to implementation, and should be in place as foundations for school improvement.

The 4 strategic enablers are:

1. Self-evaluation capability throughout a school
2. Real-time data for monitoring implementation
3. Leadership capability for school improvement
4. Robust implementation structures

Each of these may already be an effective enabler in your school. One or more may warrant more attention to maximise success.

• FISO Strategic Enablers for Implementation Guide (PDF)
• FISO Strategic Enablers for Implementation Guide (DOCX)

Building leadership capabilities

Leadership forms the basis for school improvement and is a vital enabler of successful implementation to drive enhanced student outcomes.

Co-written with the Bastow Institute for Educational Leadership, the Building Leadership Capabilities Guide (PDF) helps schools to identify and strengthen leadership capabilities to improve student outcomes.

This guide can support schools to use the improvement cycle to implement improvement initiatives, for example as part of the school review process, for annual planning and monitoring or as part of professional learning communities/teams (PLCs/PLTs) inquiry cycles.

Resources

Tools to support implementation of the framework include:

• FISO 2.0 frequently asked questions (DOCX)
• FISO 2.0 poster (DOCX)
• FISO 2.0 downloadable version (DOCX)
• Evidence Base (DOCX)
• Strategic Enablers (PDF)
• Schools Mental Health Menu
• Illustrations of practice (DOCX)
• System measures (DOCX)
• Using FISO 2.0 to plan school improvement (PDF)
• Using FISO 2.0 to plan school improvement – accessible (DOCX)

New resources

• Engaging families in lifting student outcomes: A guide for school leaders to support implementation of FISO 2.0 (PDF)
• Engaging families in lifting student outcomes: A guide for school leaders to support implementation of FISO 2.0 – accessible (DOCX)