Annual Implementation Plan (AIP)

4. Developing the next Annual Implementation Plan

Developing the next Annual Implementation Plan (AIP) includes:

1. selecting the goals for inclusion in the AIP
2. setting the 12-month targets for each goal
3. selecting the key improvement strategies (KIS)
4. developing the actions for each KIS
5. defining outcomes for each action
6. identifying success indicators for each action
7. identifying activities for each action
8. completing the funding planner
9. completing the professional learning plan

More detail on each of these elements is provided below.

4.1 Selecting goals from the SSP for inclusion in the AIP

Schools use insights from their end-of-year assessment to select which SSP goals and related KIS will be prioritised for the next AIP.

Schools are required to include both a learning goal and a wellbeing goal in their AIPs, reflecting FISO 2.0.

When selecting goals for the next AIP, schools must consider:

• the sequencing of goals and KIS over the 4-year period
• the areas requiring further attention that were identified during the end-of-year assessment
• whether the school is on track to meet the targets outlined in the SSP
• the capacity of the staff within the school to deliver the actions required for the KIS
• the desired change over the 12-month period.

4.2 Setting the 12-month targets for each goal

For each goal, schools develop 12-month targets based on the 4-year targets set in the SSP. The 12-month targets represent incremental steps towards the achievement of the SSP targets.

12-month targets should be written using the following format: ‘to improve [selected measure] from X% ([previous year]) to Y% ([current year])’.

To set 12-month targets, the school should:

• identify a benchmark based on most recent available data
  identify an appropriate target to work towards achieving in the current year. To do this, schools should consider:
  • the amount of progress made during the previous AIPs
  • any specific barriers or enablers that may impact progress in the year ahead
  • the number of students in the cohort – for example, shifting the perception of 5 students out of 20 would result in 25% growth.

Schools should also consider how they might translate 4-year targets to be inclusive of priority cohorts which may require differentiated support. These cohorts differ from school to school depending on context, and may include students who:

• have a disability or additional needs
• identify as Aboriginal and/or Torres Strait Islander
• are English as an Additional Language (EAL) learners or culturally and linguistically diverse learners.

Smaller schools can have particular challenges in setting targets due to year-to-year variation of data, and may wish to:

• identify a specific number of students rather than a percentage target
• use the 3-year average as their benchmark when developing 12-month targets, such as with the Attitudes to School Survey (AtoSS) and School Staff Survey (SSS).

Schools should be mindful that student outcomes are unlikely to improve at a linear rate over the course of the 4-year SSP. Initially, there may be little change as the school introduces strategies that may take time to be reflected in improved student outcomes. Schools may plan for smaller changes in the first years of their SSP and plan for more significant changes in the final years.

The following example shows how a school may set 12-month targets based on the targets in their SSP.

Setting a ‘needs additional support’ target

Schools are required to set a 12-month target to decrease the number of students achieving in the ‘needs additional support’ (NAS) level in reading and numeracy in NAPLAN by the time those students next complete NAPLAN. This target should be set against an existing SSP learning goal.

Primary schools must use the following target:

• By 2026, reduce the number of NAS students in each of reading and numeracy in Year 3 and 5 compared to the number of NAS students in 2024.

Secondary schools must use the following target:

• By 2026, reduce the number of NAS students in each of reading and numeracy in Year 7 and 9 compared to the number of NAS students in 2024.

For example, if 12 students in Year 3 have been assessed as needing additional support in 2024 NAPLAN, a school would aim to have less than 12 students from that same cohort when they are in Year 5 in 2026 assessed as needing additional support.

To find the baseline data for this target, schools can access their 2024 NAPLAN results on Panorama.

Schools without NAS students or that do not participate in NAPLAN testing will be exempt.

Further to this requirement, schools are strongly encouraged to set targets to increase the number of students assessed as ‘strong’ and ‘exceeding’ in Years 3, 5, 7 and 9 over time.

4.3 Selecting the key improvement strategies

The school selects the KIS from their SSP to focus on in achieving the 12-month targets. The school provides a rationale on why these KIS have been selected, reflecting on the self-evaluation against the FISO 2.0 continua of practice from the previous end-of-year assessment, current progress towards the SSP goals and targets, school data, and any other supporting evidence.

When selecting KIS for implementation, schools should consider:

• the logical sequencing of KIS, and whether certain KIS need to be implemented before others
• the likely impact of each KIS on student outcomes
• the school’s readiness for change, including barriers and enablers
• the strategic resourcing demands of each KIS
• whether there are any new KIS that were not originally identified in the SSP, such as strategies related to new programs or department initiatives. Schools can add KIS to their SSP and subsequent AIPs by editing the SSP in SPOT.

4.4 Developing actions for each key improvement strategy

Schools develop actions, which are the high-level areas of focus across the year that support the implementation of the KIS.

When developing actions, schools must consider:

• that only 1 to 3 actions should be developed per KIS, per year
• the steps or processes required to implement a KIS, and how these can be sequenced or prioritised
• the actions that have the greatest potential impact on student outcomes
• the changes in knowledge, skills and behaviours that should be seen in relation to students, teachers and leaders
• any organisational or structural changes that might be required
• their local context and resources that may be required to support the actions.

4.5 Defining outcomes for each action

Outcomes identify the expected changes in knowledge, skills and behaviours that will be observed if the actions have been successfully implemented. Outcomes should be considered from the perspectives of students, teachers and leaders. Typically, schools will articulate at least 2 outcomes from each of these perspectives.

When developing outcomes, schools should consider:

• what is expected to be seen, felt or heard following the implementation of an action
• what knowledge, skills or behaviours are expected to change
• whether the focus of the action is leaders, teachers or students.

4.6 Identifying success indicators for each action

Success indicators support schools to measure whether the outcomes for each action are being achieved.

Typically, schools will identify 5 to 6 success indicators per action. Schools should consider the time at which different success indicators will be available to ensure that they will be able track their progress across the year and can identify this through including ‘early’ and ‘late’ indicators in their planning.

Success indicators might include relevant data sources such as:

• AtoSS factors or Victorian Curriculum/Victorian Curriculum 2.0 judgements
• local sources of evidence such as formative assessments or surveys
• artefacts such as notes from meetings, lesson plans, observation notes, notes from peer coaching or learning walks.

4.7 Identifying activities for each action

Schools identify the specific activities necessary to complete actions.

Activities are the most granular level of detail in the AIP. For each activity, schools identify planned timing and record who is responsible for implementation.

Schools also identify if an activity will be funded from Equity Funding, Schools Mental Health Fund or Disability Inclusion Tier 2 funding. If so, the activity will be populated into the funding planner tab on SPOT.

Similarly, if an activity is tagged as a professional learning priority, it will be populated into the professional learning planner tab on SPOT.

Example activities:

• schedule professional learning on Respectful Relationships
• recruit Learning Specialist: Inclusion
• plan and implement careers showcase
• schedule and conduct learning walks
• schedule youth mental health first aid training
• purchase equipment and adaptive technology to support teaching and learning of students with disabilities
• review and update IEPs.

4.8 Completing the funding planner

The funding planner supports schools to plan their expenditure of Equity funding, Disability Inclusion Tier 2 funding, and Schools Mental Health Fund allocation provided though the Student Resource Package (SRP).

For further information, schools can refer to the following PAL topics:

• SRP – Equity Funding
• SRP – Disability Inclusion Tier 2 school level funding
• SRP – School Mental Health Fund

To complete the funding planner:

• check the appropriate funding stream box if activities in the actions, outcomes and activities tab will be using Equity funding, Disability Inclusion Tier 2 funding, or the Schools Mental Health Fund items. The funding planner tab will then automatically pre-populate with the activities that were selected
• in the funding planner tab, enter the total values of Equity funding, Disability Inclusion Tier 2 funding, and the Schools Mental Health Fund items that the school expects to receive in their SRP in the ‘Summary of Funding’ table
• allocate the funding source for each activity across the funding streams using the planning tool. Where relevant, select the appropriate category and subcategory against which the funds will be spent
• any additional activities utilising funding that does not fit under the planned AIP activities can be recorded in the ‘additional spend’ section of the planner.

4.9 Completing the professional learning plan

The professional learning plan (PLP) supports school leaders to identify professional learning priorities and plan for staff professional learning and development across the year.

To complete the PLP, the school must:

• tag professional learning and development priorities by using the PLP priority toggle when planning activities in SPOT, which automatically populates the PLP
• select up to 3 key professional learning strategies that will be adopted to promote collaborative and inquiry-based processes
• identify the organisational structures that will be used to support delivery of the professional learning, including student-free days
• indicate whether the training will occur internally or at an external venue.

For further information on professional learning, refer to the following Policy and Advisory Library (PAL) topics:

• Performance and Development for Teacher Class Employees
• Performance and Development for Principal Class Employees
• Performance and Development for Education Support Class Employees
• Professional Practice Days