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