Annual Implementation Plan (AIP)

3. End-of-year assessment of the Annual Implementation Plan

In Term 4, schools complete the AIP end-of-year assessment in the Strategic Planning Online Tool (SPOT) to reflect on the progress they have made in implementing the AIP and to identify considerations for future planning.

The end-of-year assessment includes:

1. indicating whether 12-month AIP targets have been met
2. indicating progress on implementing the key improvement strategies (KIS)
3. future planning: identifying next steps for improvement
4. self-evaluation against the FISO 2.0 continua of practice including expectations set out in the Victorian Teaching and Learning Model (VTLM 2.0) and Victoria’s approach to teaching reading F–2 (PDF).

More detail on each of these elements is provided below.

3.1 Examine data and indicate progress on 12-month AIP targets

Schools should examine their school performance report and other reports on Panorama, as well as locally held data to identify whether each AIP target has been met.

Schools should compare their performance to similar schools, as well as review their performance over time and outcomes for priority cohorts.

To support data discussions, schools can refer to the approach and guiding questions on page 6 of Using FISO 2.0 to plan school improvement (PDF).

3.2 Indicate progress on implementing the KIS

Schools indicate their progress towards each KIS by:

• identifying whether actions were completed, partially completed or not completed
• commenting on the impact of actions on outcomes and success indicators
• identifying the relevant enablers and barriers.

3.3 Future planning: Identify next steps for improvement

Schools include a commentary on progress towards their 4-year SSP goals, targets and KIS and describe areas for focus the following year.

3.4 Self-evaluation against the FISO 2.0 continua of practice

Schools record a self-evaluation rating using the FISO 2.0 continua of practice for each of the learning and wellbeing outcomes as well as the 5 core elements.
Schools can also choose to summarise and attach evidence in support of these self-evaluations.

In relation to student outcomes, the continua is based on both the trajectory of data and equity of outcomes. To inform their self-evaluation, schools should examine the outcomes data in Panorama both over time and for a range of student cohorts.

To inform their self-evaluation against the core elements, schools should examine practice across the school by using the FISO 2.0 illustrations of practice (DOCX). The illustrations of practice are examples of effective practice within each dimension of FISO 2.0, and they can be used as a benchmark against which to reflect on current practice and identify areas for improvement.

Schools who have recently undergone school review can draw on their validated FISO 2.0 continua assessment when completing this step.

Completion of the self-evaluation against the FISO 2.0 continua of practice supports schools to prioritise areas for focus in the next AIP.

VTLM 2.0 and F–2 reading

As part of the ‘teaching and learning’ core element, schools will assess their practice against the expectations set out in the Victorian Teaching and Learning Model (VTLM 2.0) and Victoria’s approach to teaching reading F–2 (PDF).

Schools who respond ‘no’ or ‘partially’ are expected to include actions towards implementing the VTLM 2.0 and F-2 reading approach (if applicable) in their 2025 AIP. Example actions and activities relevant to the VTLM 2.0 and Reading F–2 will be made available on the Resources tab to support development of the 2025 AIP.