Annual Implementation Plan (AIP)

Policy

This policy sets out the requirement for all schools to develop an Annual Implementation Plan (AIP).

Details

The AIP is a core part of school business. It documents a sharp and narrow focus on school improvement priorities and provides clarity and purpose for all members of the school community as they work towards the Goals set out in the School Strategic Plan (SSP).

All schools must prepare an AIP by the end of Term 4 each year.

The AIP operationalises the 4-year SSP by supporting schools to select and plan how they will implement the Goals and Key Improvement Strategies (KIS) that will be their focus for school improvement in a given year.

The AIP is developed and monitored by school leaders or leadership teams (such as the School Improvement Team) using the Strategic Planning Online Tool (SPOT).

Schools use the Framework for Improving Student Outcomes (FISO) 2.0 improvement cycle to develop, implement, monitor and evaluate AIP.

The Guidance tab sets out detailed advice for each step of the AIP process. It contains the following chapters:

• Overview: school improvement planning
• Annual Implementation Plan timelines
• The Priorities Goal
• Stage 1: Evaluate and diagnose
• Stage 2: Prioritise and set goals
• Stage 3: Develop and plan
• Stage 4: Implement and monitor
• Advice and timelines for schools in review
• Annual Implementation Planning for new schools

Related policies

• Annual Report to the School Community
• Framework for Improving Student Outcomes (FISO 2.0)
• School Review
• School Strategic Plan

Relevant legislation

Education and Training Reform Act 2006 (Vic)

Annual Implementation Plan guidance

This guidance contains the following chapters:

• Overview: school improvement planning
• Annual Implementation Plan timelines
• The Priorities Goal
• Stage 1: Evaluate and diagnose
• Stage 2: Prioritise and set goals
• Stage 3: Develop and plan
• Stage 4: Implement and monitor
• Advice and timelines for schools in review
• Annual Implementation Planning for new schools

Overview: school improvement planning

The School Strategic Plan and the Annual Implementation Plan

All Victorian government schools participate in a 4-year strategic planning cycle to support school improvement and meet the requirements of the Education and Training Reform Act 2006 (Vic).

Every school must prepare a School Strategic Plan (SSP), which identifies:

• the school’s vision and values (including contextual challenges) and the intent, rationale and focus for their SSP
• the school’s Goals, Targets and Key Improvement Strategies (KIS) that will drive their school improvement over a 4-year period.

Schools translate their 4-year SSP into practice through the development of the Annual Implementation Plan (AIP), which outlines:

• the SSP Goals, Targets and KIS selected for focus in that year
• the 12-month Targets that track progress against 4-year Targets
• the Actions that will be undertaken to implement the selected KIS
• the intended Outcomes of the Actions (changes in knowledge, skills and behaviours)
• the Success Indicators that will be used to measure the Outcomes
• the related Activities that will be completed to achieve the Outcomes, including resourcing and timelines for completion.

The School Improvement Team

The School Improvement Team (SIT) leads the development, implementation, monitoring and evaluation of the AIP and supports school staff to regularly engage in the school improvement process.

The composition of the SIT will vary depending on school size and context, for example:

• in larger schools the SIT may exist independently to the formal leadership team
• in smaller schools the SIT may be comprised of all staff in the school
• in some schools the SIT may include all principal class and leadership class staff
• in certain schools it may be appropriate to include the school business manager or other education support staff with school leadership responsibilities in SIT meetings
• schools may wish to elect classroom teachers or education support staff to the SIT alongside core leadership staff
• some schools may wish to use different terminology to refer to the group of staff member/s responsible for the AIP and other school improvement processes.

The Strategic Planning Online Tool

Schools complete all strategic and annual planning documentation in the Strategic Planning Online Tool (SPOT).

SPOT supports schools to:

• document plans for school improvement
• store all school improvement documentation in one place
• share information easily with regional and central colleagues
• monitor implementation and evaluate progress
• adjust plans based on monitoring and evaluation.

Principal class and delegated users can access SPOT using their @education.vic.gov.au login credentials. Further advice on functionality and directions on how to use this platform is provided on SPOT.

The Framework for Improving Student Outcomes Improvement Cycle

The Framework for Improving Student Outcomes (FISO 2.0) is the continuous improvement framework for all Victorian government schools.

FISO 2.0 can be used at different levels, from the whole-of-school to the classroom, and over different time periods, from 4-week cycles to annual cycles. The AIP takes schools through a one-year improvement cycle, during which the school employs the FISO 2.0 improvement cycle to:

• evaluate and diagnose student learning and wellbeing outcomes
• prioritise and set goals by identifying the improvement strategies that will have the greatest impact on student learning
• develop and plan the implementation of improvement strategies to ensure improved student outcomes
• implement and monitor selected improvement strategies and the impact these have on student learning and wellbeing outcomes.

The chapters of this AIP guidance are aligned with the 4 stages of the improvement cycle. For further information about FISO 2.0, refer to the department’s policy on Framework for Improving Student Outcomes (FISO 2.0).

Annual Implementation Plan timelines

The Priorities Goal

The use of a common priorities goal will continue in 2023, where all schools will plan for and deliver the 2023 Priorities Goal and KIS in their AIPs in the way that best meets the needs of their communities.

The 2023 Priorities Goal

In 2023 schools will continue to focus on student learning – with an increased focus on numeracy – and wellbeing through the 2023 Priorities Goal, a learning Key Improvement Strategy (KIS) and a wellbeing KIS.

The 2 priority KIS for 2023 are:

• 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.

In planning for implementation of the 2023 Priorities Goal, schools are best placed to know how to prioritise learning and wellbeing in their community. Schools should consider the following:

• Schools should plan the Actions, Outcomes, Success Indicators and Activities within each priority area in response to their local context .
• School planning is most effective when it is sharp and narrow in its focus. Schools are encouraged to select a small number (2 to 3) of actions to develop each priority KIS .
• Schools can select from their 4-year School Strategic Plan KIS for focus in 2022 as required but should note that maintaining a sharp and narrow focus will require adapting or pausing some or all business-as-usual improvement strategies.

Setting targets for the Priorities Goal in 2023 may require an adjusted approach

Setting 12-month targets ensures that the school community understands the expected improvements in student outcomes for the year and helps schools monitor progress towards identified goals. The significant disruptions over the past 3 years will result in a greater use of practice and survey data, in addition to the FISO measures, for setting and monitoring 12-month targets.

When preparing their 2023 AIP, schools should collate data from a variety of sources to identify a learning and wellbeing focus and create appropriate 12-month targets using the FISO 2.0 system measures. Schools are encouraged to focus particularly on numeracy, if appropriate, in their learning targets. In order to account for annual fluctuations in datasets such as AToSS and SSS, schools are encouraged to use the 3-year average as their benchmark when developing targets.

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.

Stage 2: Prioritise and set goals

In the prioritise and set goals stage, schools use insights from their most recent end-of-year assessment and self-evaluation to select which School Strategic Plan (SSP) goals and related Key Improvement Strategies (KIS) will be in focus for the next Annual Implementation Plan (AIP).

Identify priorities for the next Annual Implementation Plan

1. Select the Goals

The school determines the priorities for the upcoming year and select the SSP Goals for focus in the next AIP. Depending on the school context, the school may choose to focus on one, some or all of the 4-year SSP Goals.

To select a Goal for the AIP, schools must consider:

• the sequencing of Goals and Key Improvement Strategies (KIS) over the 4-year period
• the areas requiring further attention that were identified during the evaluate and diagnose phase
• 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.

For information on how the Priorities Goal affects this stage of the SSP, please refer to The Priorities Goal guidance chapter.

2. Set the 12-month Targets for each Goal

For each Goal, the school develops 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.

To set 12-month Targets, the school considers:

• progress made during the previous AIPs
• any specific barriers or enablers that will impact progress
• where the school sits within the 4-year strategic planning cycle, and the bearing this may have on progress
• how they might translate 4-year Targets to be inclusive of particular cohorts, such as international students, Koorie students, or students with disability.

When setting 12-month Targets, schools should be mindful that student outcomes are unlikely to improve at a linear rate over the 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.

3. Select the Key Improvement Strategies

The school determines KIS for implementation that will drive the school to achieve the 12-month Targets that have been set for each Goal. The school provides a rationale on why these KIS have been selected, reflecting on the self-evaluation against the the Framework for Improving Student Outcomes (FISO) 2.0 continua of practice (the continua) current progress towards the SSP Goals and Targets, school data, and any other supporting evidence.

When selecting KIS for implementation, schools must consider:

• the logical sequencing of KIS, and whether certain KIS need to be implemented before other KIS
• 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.

In most schools, only one or 2 KIS per Goal should be prioritised per year to ensure a sharp and narrow improvement focus.

Consider inclusive education and priority cohorts

The AIP is an opportunity for schools to reflect on how they are meeting student needs and to identify specific priority cohorts which may require differentiated support. In their AIP, schools should outline the specific supports they will put in place for students in priority cohorts, and articulate targets for improvement.

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 (CALD) learners
• are disengaged, or at risk of disengagement, with school
• identify as Aboriginal and/or Torres Strait Islander.

Example of developing an inclusive 12-month Target

Schools that select a literacy Goal for focus in the AIP should consider how a 12-month Target will measure progress for a priority cohort, and identify specific Actions or Activities required to provide differentiated support for these students.

Example SSP Target

Increase the percentage of students achieving in the top 2 bands of NAPLAN for:

• Reading from 14% (2021) to 25% (2025)
• Writing from 11% (2021) to 22% (2025).

Example AIP 12-month Targets

1.1 Increase the percentage of students achieving in the top 2 bands of NAPLAN for:

• Reading from 14% (2023) to 16% (2024), and for EAL students from 4% to 6%
• Writing from 11% (2023) to 13% (2024), and for EAL students from 3% to 5%.

1.2 Increase the percentage of students with IEPs who achieve their Victorian Curriculum-based goals for reading from 70% (2023) to 90% (2024).

Stage 3: Develop and plan

In the develop and plan stage, schools articulate the Actions that they will take during the year to progress their Key Improvement Strategies (KIS). They identify the intended Outcomes of each Action for leaders, teachers, and students, and identify which evidence will be collected as Success Indicators to assess if the Outcomes have been achieved. Schools capture the step-by-step approach they will take to complete their Actions and reach their Outcomes through their Activities.

Plan for implementation

1. Develop Actions

Actions are high-level areas of focus across the year that support the implementation of a KIS. Depending on the complexity of the KIS there may be variation in the number of Actions per KIS.

When developing Actions, schools must consider:

• that only 2 to 4 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
• the resourcing required to support the Actions.

Developing Actions – worked example

Example KIS:

Develop and embed a whole-school approach to improving student attendance

Example Actions:

• Develop a school attendance policy that involves staff, students and families
• Develop a tiered approach to attendance support and interventions
• Establish a whole school action plan of roles and responsibilities related to attendance that involves all staff

2. Develop Outcomes

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 in their AIP.

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.

Developing Outcomes – worked example

Example Action:

Develop and implement a peer coaching model to support consistent implementation of the school pedagogical model

Example Outcomes:

• Leaders will: use multiple sources of evidence to track peer coaching and implementation of the pedagogical model including barriers and enablers; invite teachers to observe their classes; develop their own peer coaching skills
• Teachers will: understand the structure of the pedagogical model; establish/improve peer coaching; skills; use the pedagogical model regularly to plan and deliver lessons
• Students will: be able to articulate the ‘usual’ structure of lessons

3. Identify Success Indicators

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 possible Success Indicators in their AIP.

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.

Developing Success Indicators – worked example

Example Outcomes:

• Leaders will: use multiple sources of evidence to track peer coaching and implementation of the pedagogical model including barriers and enablers; invite teachers to observe their classes; develop their own peer coaching skills
• Teachers will: understand the structure of the pedagogical model; establish/improve peer coaching; skills; use the pedagogical model regularly to plan and deliver lessons
• Students will: be able to articulate the ‘usual’ structure of lessons

Example Success Indicators:

• Leaders:
  • Artefacts and evidence: notes from leadership team meetings, staff meeting minutes; lesson plans, observation notes, peer coaching notes, staff surveys
  • Data sources: SSS factor ‘instructional leadership’
• Teachers:
  • Artefacts and evidence: lesson plans, peer coaching notes, observations notes, staff surveys
  • Data sources: AtoSS factor ‘effective teaching time’
• Students:
  • Artefacts and evidence: notes from conversations with students and classroom observations, student surveys
  • Data sources: school-run student survey

The development of the Actions and Outcomes, and Success Indicators should be a collaborative activity led by the SIT. Schools could engage with their community by:

• dividing staff into table groups and allocating each group one of the KIS selected for focus. Using the Framework for Improving Student Outcomes continua of practice (the continua), professional practice notes or other departmental resources, develop a list of possible Actions, Outcomes and Success Indicators
• dividing staff into groups representing students, teachers and leaders and asking them to consider how implementation of the Actions would be expected to change their knowledge, skills or behaviours.

4. Identify Activities

Schools capture the steps necessary to complete Actions and reach their Outcomes in their Activities. Activities are the most granular level of detail in the AIP. For each Activity, schools identify planned timing and document responsibility, as well as identifying 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 Individual Education Plans (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 page for additional worked examples of KIS, Actions, Outcomes and Activities.

5. Complete 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.

The Funding Planner enables schools to easily plan expenditure for each funding stream by consolidating this information into the one place.

Equity funding

Equity funding enables schools to prioritise support for their most disadvantaged students.

For further information on Equity funding, schools can refer to the Equity funding and intervention guide (DOCX) (staff login required) and 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. The AIP Funding Planner functionality for Disability Inclusion Tier 2 funding is only available to schools who will have started to receive their funding before the end of the next calendar year.

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

The 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 student 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.

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 is available on the Resources tab.

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.

6. Complete the Professional Learning Plan

The Professional Learning Plan (PLP) is used by the school to identify professional learning priorities for the school. This supports school leaders to strategically plan for staff professional learning and development across the year.

To complete the PLP, the SIT:

• 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.

7. Endorsement and communication of the next AIP

Once complete, the principal submits the AIP to their senior education improvement leader (SEIL) for feedback and endorsement using the review and endorse tab on SPOT. SEILs can then provide feedback on each area of the AIP. The next AIP must be submitted by the end of Term 4.

Once endorsed by the SEIL, the AIP is presented to the school council for endorsement by the end of March. Following these endorsements, the AIP should be communicated to the school community.

Schools may choose to communicate their AIP via information sessions, the school newsletter, school website updates, or any other platform the school uses to provide information to its community.

Stage 4: Implement and monitor

Regular monitoring and reflection are crucial to the Framework for Improving Student Outcomes (FISO) 2.0 improvement cycle and underpin the successful implementation of the Annual Implementation Plan (AIP).

Based on their monitoring efforts, schools should frequently review the AIP and adjust their plans. By doing so, the SIT will be able to leverage implementation successes, respond to challenges and maintain a sharp focus on their targets for improvement.

Monitor the Annual Implementation Plan

Complete monitoring activities in the Strategic Planning Online Tool

The monitoring and assessment tab in the Strategic Planning Online Tool (SPOT) supports schools by providing the functionality to track progress on a term-by-term basis.

When meeting to discuss AIP progress, schools should:

• reflect on the implementation of the AIP, and whether there have been any changes in knowledge, skills or behaviour from students, teachers, and leaders
• analyse student outcomes data to monitor progress towards 12-month Targets
• provide commentary on progress and impact to date, identifying any evidence or data used to assess progress and impact
• identify any enablers and barriers to achieving the Outcomes
• identify any future actions to be undertaken as a result, and document these for future reference
• support other school staff to analyse and understand the current level of progress towards 12-month Targets.

Schools should complete monitoring in SPOT at the end of each Term. Based on the results of monitoring, the SIT may wish to adjust their AIP to refocus efforts towards achieving the 12-month Targets across the remainder of the year.

Schools formally document the mid-year monitoring discussion in SPOT by mid-July. This activity should be undertaken with the support of the Senior Education Improvement Leader (SEIL). During this time, the Funding Planner should also be reviewed.

Updating the School Strategic Plan

The School Strategic Plan (SSP) Goals and associated Targets and Key Improvement Strategies (KIS) are developed following a school review and provide the intended directions for a 4-year period. During the process of developing an AIP, and over the life of the SSP, the school may identify a need to adapt the SSP. Such changes may be required if the school becomes involved in a new major initiative, if a new problem of practice is identified through analysis of evidence, or if the school determines through end-of-year assessment that a new KIS is necessary in order to improve the student outcomes identified in Targets.

To modify the SSP:

• the SEIL must be consulted and a rationale for the changes presented
• the school council must be consulted on the changes.

When modifying the SSP:

• the KIS should not be deleted, but modified or added to
• Targets should be edited only where there has been a change in dataset, or when a new dataset has become available.

To modify the SSP following approval from the SEIL and school council, contact improvement.support@education.vic.gov.au to unlock the SSP on SPOT for editing.

Advice and timelines for schools in review

Schools must always have an active Annual Implementation Plan (AIP). Depending on the timing of their review, schools in review may have 2 AIPs in a year, one before their new School Strategic Plan (SSP) and one after their new SSP.

When going into a review cycle, schools should plan their pre-review AIP to extend until their SSP is expected to be endorsed. For example, if their review is in Term 2, their SSP will be endorsed in Term 3, and as such their pre-review AIP should be planned until Term 3.

Schools in review are encouraged to work collaboratively with their Senior Education Improvement Leader to determine how much detail needs to be provided in the AIP prior to review. A similar approach should be taken following the review, when a post-review AIP will be created for the remainder of the year based on the new SSP.

Timelines for schools in review

Annual Implementation Planning for new schools

Schools in their first years of operation, as well as newly merged schools, must take a modified approach to school planning to suit their unique context.

For a new school, the first AIP articulates the school community’s broad Goals and Targets and identifies Key Improvement Strategies that will guide the first 12 months of operation. Endorsement of the school’s first AIP by the principal, senior education improvement leader (SEIL) and school council president should be obtained within the first term of the school’s operation, after presentation to school council. New schools can expect to take part in their first school review at the conclusion of their inaugural year of operation. During this initial year, an AIP guides the school improvement cycle in lieu of a School Strategic Plan (SSP).

School planning timelines for new schools

• Year 1 of operation: Schools complete a stand-alone AIP
• Year 2 of operation: Schools complete an AIP, undergo school review, and develop their first SSP
• Year 3 of operation: Schools develop an AIP as informed by their SSP, using the standard approach

Further information for new schools preparing an AIP is available in the document Annual Implementation Planning for new schools (staff login required) on the Resources tab.

Resources

Resources to support Annual Implementation Planning

• How to integrate DET initiatives into the AIP – example KIS and Actions for schools and regions (PPTX) (staff login required)
• Updated Funding Planner guidance – advice to schools and regions (PPTX) (staff login required)
• Mid-year monitoring of the AIP (staff login required)
• Annual Implementation Planning for new schools (staff login required)

Resources to support the use of 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)
• Strategic resource management for schools (DOCX) (staff login required)

Framework for Improving Student Outcomes (FISO) 2.0 resources

• FISO 2.0 Policy – sets out the implementation process for using the new FISO 2.0
• FISO 2.0 practice tools guidance – contains an overview of each of the tools that will help schools to implement FISO 2.0

Data sources to support Annual Implementation Planning

• Insight assessment platform includes access to English and Mathematics online interviews, Abilities Based Learning and Education Support (ABLES) assessment tool, Reading and Vocabulary assessment for English as an Additional Language students (RVEAL)
• One school one view – a ‘live’, interactive dashboard providing a single view of school context, performance, financial information and other school initiatives.
• Panorama (staff login required) includes address to a range of dashboards with dynamic views of school achievement, wellbeing and engagement measures over time
• VCAA data service

Resources to support inclusion and diversity

• Dhelk Wukang (PDF) – DET’s Aboriginal Inclusion Plan for 2022 to 2026
• Victorian Curriculum F-10 EAL draft curriculum
• Guidance to support EAL learners
• Inclusion boost funding for schools – see Appendix 1 for Tools and Resources to Support the Inclusion of Students with Disabilities in Your School
• Marrung Education Plan
• Schools Mental Health Fund and Menu

Other Department of Education and Training resources

• Victorian Literacy and Numeracy strategy
• Professional learning communities resources
• Student voice practice guide – Amplify