Annual Implementation Plan (AIP)

5. 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. indicating whether 12-month AIP targets have been met
6. indicating progress on implementing the KIS by:
   • identifying whether actions were completed, partially completed or not completed
   • reflecting on the relationship between implementation and impact, considering whether completed actions led to the expected improvement identified in the 12-month targets, outcomes and success indicators
   • selecting the relevant enablers and barriers
7. self-evaluating against the Framework for Improving Student Outcomes (FISO) 2.0 continua of practice
8. identifying next steps for improvement.

More detail on each of these elements is provided below.

5.1 Selecting goals for inclusion in the AIP

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

Since 2021, schools have been required to include both a learning goal and a wellbeing goal in their AIPs, reflecting FISO 2.0.

This has been achieved through the use of a common priorities goal: Schools will focus on student learning – with an increased focus on numeracy – and wellbeing through the priorities goal, a learning KIS and a wellbeing KIS.

Schools whose latest SSPs are aligned to FISO 2.0 can switch the priorities goal ‘off’ in their AIP, and select both a learning and a wellbeing goal from their SSP.

Note: A school’s SSP is considered to be aligned to FISO 2.0 when it contains at least one learning and one wellbeing goal and when the KIS are aligned to the FISO 2.0 core elements. All schools who have developed an SSP through school review from Term 1, 2022 will have an SSP aligned to FISO 2.0. These FISO 2.0 aligned goals, targets and KIS will cascade into their AIP, for the school to plan against.

Schools whose current SSP is aligned to the original FISO can choose to either:

• continue to use the automated priorities goal in their AIP to plan for the FISO 2.0 outcomes of learning and wellbeing and turn ‘on’ any relevant goals from their SSP
• in consultation with their senior education improvement leader (SEIL), update their SSP to align it to FISO 2.0 prior to the development of their next AIP, and then turn ‘off’ the priorities goal in their AIP.

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 scope of desired change over the 12-month period.

5.2 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 and support the school community to understand the expected improvements in student outcomes for the year.

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 an appropriate data source (for schools who are not planning against the priorities goal, this should align to the 4-year targets in the SSP)
• 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
  • the number of students in the cohort – for example, shifting the perception of 5 students out of 20 would result in 25% growth
  • where the school sits within the 4-year strategic planning cycle, and the bearing this may have on progress.

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
• are English as an Additional Language (EAL) learners or culturally and linguistically diverse learners
• are disengaged, or at risk of disengagement from school
• identify as Aboriginal and/or Torres Strait Islander.

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 and School Staff Survey.

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.

5.3 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 the Strategic Planning Online Tool (SPOT).

If the common priorities goal has been selected, the following KIS will be automatically populated into the AIP:

• learning – support both those who need scaffolding and those who have thrived to continue to extend their learning, especially in numeracy
• wellbeing – effectively mobilise available resources to support students' wellbeing and mental health, especially the most vulnerable.

5.4 Developing actions for each key improvement strategy

Schools develop the actions that they will take during the year to progress their 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.

5.5 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.

5.6 Identify success indicators for each action

Success indicators support schools to measure whether the outcomes have been achieved. Different evidence will be required depending on what the outcome is, and whether the outcome is displayed by a student, teacher or leader. Typically, schools will identify 5 to 6 success indicators per action.

The information captured through success indicators should support schools in their monitoring efforts. By collecting and reflecting on this evidence schools will also be able to track progress towards their 12-month targets. 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:

• Student Attitudes to School Survey (AtoSS) factors or Victorian Curriculum 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.

5.7 Identify activities for each action

Schools identify the specific activities necessary to complete actions and reach their outcomes. Activities are the most granular level of detail in the AIP. For each activity, schools identify planned timing and document responsibility, as well as identify if the activity is a professional learning priority or will use available funding.

Example activities:

• schedule professional learning on Respectful Relationships
• launch Professional Learning Community (PLC) processes
• 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

Schools can refer to How to integrate DET initiatives into the AIP – worked example KIS and Actions (PPTX) (staff login required) on the resources tab for additional worked examples of KIS, actions, outcomes and activities.

5.8 Completing the funding planner

The funding planner supports schools to plan their expenditure of Equity funding, Disability Inclusion Tier 2 funding, and their Schools Mental Health Fund allocation in support of their AIP activities.

Equity funding

Equity funding is provided to schools as part of the Student Resource Package (SRP) to enable support students who face more barriers to success than their peers. Equity funding is provided through 2 different funding lines: equity (social disadvantage) and equity (catch up).

For further information on Equity funding, schools can refer to:

• SRP – Equity Funding
• Equity funding and intervention guide (DOCX) (staff login required)
• Breaking the Link: Guide to closing the gap in schools (DOCX) (staff login required).

Disability Inclusion Tier 2 funding

Disability Inclusion Tier 2 funding provides funding to schools to strengthen school-wide capacity and capability to provide inclusive education environments and adjustments for students with disability.

For further information on Disability Inclusion Tier 2 Funding, refer to the following Policy and Advisory (PAL) topics:

• Disability Inclusion Funding and Support model
• Requirements for reporting of Tier 2 expenditure

Schools Mental Health Fund and Menu

The Schools Mental Health Fund and Menu provides additional funding and guidance to give schools confidence and make informed choices on how to spend their funding on programs and interventions that will meet their students’ health and wellbeing needs. The AIP funding planner allows schools to identify which Menu items they plan to implement using their Schools Mental Health Fund allocation or another funding source.

For detailed information on the Schools Mental Health Fund and Menu, refer to the department’s policy on Mental Health Fund and Menu.

Completing the funding planner

To complete the funding planner:

• tick 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 is expected to receive in their School Resource Package 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
• schools can identify any additional activities that will utilise funding that do not fit under the planned AIP activities in the additional spend section of the planner.

Further information on completing the funding planner can be found in Updated funding planner guidance – advice to schools and regions (PPTX) (staff login required).

Requirements for reporting Disability Inclusion Tier 2 funded and Schools Mental Health Fund expenditure in CASES21 are additional to the funding planner and remain unchanged.

5.9 Completing the professional learning plan

The professional learning plan (PLP) is used by the school to identify professional learning priorities. This supports school leaders to strategically 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
• nominate organisational structures that will be used to support professional learning, including student-free days
• indicate whether the training will occur internally or at an external venue.

The expertise the school intends to access is also identified in the PLP, which may include:

• support provided through the Differentiated Support for Schools Initiative, including Teaching Partners, Leadership Partners and School Improvement Partnerships
• other department initiatives such as Learning Specialists or the Professional Learning Community (PLC) Initiative
• courses and training opportunities available through the Victorian Academy of Teaching and Leadership.

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