Annual Implementation Plan (AIP)

Stage 1: Evaluate and diagnose

Prior to commencing their next Annual Implementation Plan (AIP), schools have an important opportunity to evaluate their practice over the course of the previous year. By undertaking this reflection, schools analyse the progress they have made towards the previous year’s Goals, so that they can identify considerations for future planning. Following this reflection on practice, schools analyse their student outcomes data and self-evaluate against the Framework for Improving Student Outcomes (FISO) continua of practice. Throughout this stage, schools engage with their school community before determining their area of focus in the next AIP

Complete the Annual Implementation Plan end-of-year assessment

1. Prepare for the end-of-year assessment

The end-of-year assessment must be completed prior to the development of the next AIP.

Before the end-of-year assessment can be completed, schools will need to:

• identify the time at which the assessment will be completed, such as during SIT meetings, at staff meetings or on a student-free day (refer below for more information on how to involve staff and students in this process)
• access a range of data to assess the school’s progress towards 12-month targets
• collate evidence relevant to the success indicators
• collate evidence of the delivery of the Actions.

2. Involve staff and students

The AIP end-of-year assessment is led by the school and undertaken collaboratively with the whole-school community. Some example activities for engaging staff and students include:

• working in groups (each allocated one Key Improvement Strategy (KIS) selected for focus in the AIP) staff review the Success Indicators that relate to Actions and Outcomes and discuss whether the expected changes have been achieved, and whether these have led to improvements in student outcomes
• creating a display of the KIS selected for focus in the staff room, with student data, lesson plans, and staff meeting minutes attached to the display as evidence
• inviting students to provide feedback to staff on Actions that would have Outcomes clearly observable by students, such as the use of learning intentions and success criteria, or school-wide positive behaviour support processes.

3. Make an assessment against the evidence in the Strategic Planning Online Tool

Following involvement of staff and students in the collection and analysis of data, schools assess their progress against the AIP in the Strategic Planning Online Tool (SPOT).

Using the available data and evidence schools:

• reflect on progress towards the 12-month targets and identify whether they were met, partially met, or not met
• identify whether Actions were completed, partially completed or not completed, and indicate the relevant enablers and/or barriers
• for each KIS, provide a commentary on progress which describes what the evidence shows about observed changes in behaviour, practice, and mindset
• for each KIS, provide commentary on future planning which describes any changes you might make to the implementation of these KIS in future AIPs
• upload any relevant evidence into SPOT.

The school should record their assessment, commentary and school’s progress against the AIP directly in the ‘end-of-year assessment’ section of the ‘monitoring and assessment’ tab on SPOT.

When completing the commentary on progress on SPOT, the school should describe the Outcomes for students, teachers and leaders separately.

Example commentary on progress

Students

Students routinely use rubrics to self-assess their progress towards learning goals. They can articulate the specific skills or knowledge they need in order to reach the next level.

Evidence: notes from lesson observations, completed rubrics, notes from conversations with students, Student Attitudes to School Survey (AtoSS) results for ‘Effective Teaching Time – My teacher tells us what we are learning and why’ and ‘Stimulated learning – My teacher makes the work we do in class interesting’.

Teachers

Teachers collaboratively develop rubrics with students in every subject that identify skills and knowledge along a learning continuum. They explicitly provide feedback on student work to inform progress.

Evidence: rubrics, notes from learning walks and lesson observations, written feedback provided to students, School Staff Survey results for the factors: ‘monitoring effectiveness of using data’, ‘moderation of student assessment’, ‘understand formative assessment’.

Develop the next AIP

Complete the FISO continua of practice self-evaluation in SPOT

The FISO continua of practice (the continua) is a 4-point scale that is used by schools to self-evaluate their performance and practice against the 5 core elements.

During self-evaluation, schools engage in critical reflection and enquiry to allocate a rating against each of the 5 core elements of FISO 2.0. Schools balance perceptions of school practices as outlined in the FISO 2.0 illustrations of practice (DOCX) with data and evidence from student outcomes, including the FISO system measures and school-based sources of data.

Self-evaluation against the continua is a collaborative activity. Some examples of how schools can engage staff include:

• nominating different staff members to go on a ‘seek and find’ mission for a nominated core element, visiting classrooms, reviewing policies and analysing data, and report back findings at the following meeting
• printing out and displaying the continua for each of the core elements, with staff working in small groups to discuss and record where the school is performing for each element
• creating an ‘evidence wall’ for the continua in the staff room where staff can attach evidence to the core elements, such as photos, policies, sticky notes and learning artefacts.

To complete the self-evaluation against the continua, schools will:

• use the data and evidence gathered from the end-of-year assessment of the previous AIP to evaluate performance and practice against the continua
• record this assessment on SPOT, where evidence can be uploaded, or entered in the self-evaluation comment box
• record overall reflective comments in the commentary box at the bottom of the ‘review evaluation summary’ tab on SPOT. These comments should focus on the overall assessment of progress, any additional information or data regarding particular cohorts of students in the school and the key considerations from the assessment of the previous AIP.

Completion of the self-assessment against the continua will support schools to identify areas of growth to be explored in the next stage of AIP development.