Annual Implementation Plan (AIP)

Policy

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

Details

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

The AIP operationalises the 4-year School Strategic Plan (SSP).

All schools must prepare an AIP each year which outlines how the school will implement the goals and key improvement strategies (KIS) that will be their focus for improvement in the coming year.

The AIP includes:

• SSP goals, targets and KIS selected for focus that year
• 12-month targets that track progress against 4-year targets
• actions that will be undertaken to implement the selected KIS
• intended outcomes of the actions (changes in knowledge, skills and behaviours) as well as success indicators that will be used to measure the outcomes
• the related activities that will be completed to achieve the outcomes, including resourcing, responsibility, and timelines for completion
• a funding planner including information on Equity Funding, Disability Inclusion Tier 2 Funding, and Schools Mental Health Fund
• a professional learning planner.

The AIP must be developed in Term 4 and endorsed by the senior education improvement leader (SEIL) and school council by the end of Term 1 the following year.

Schools are required to undertake a mid-cycle assessment and an end-of-year assessment. The end-of year assessment includes a self-evaluation against the FISO 2.0 continua of practice.

The AIP is developed and monitored within the Strategic Planning Online Tool (SPOT).

The Guidance tab sets out detailed advice for each step of the AIP process.

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)

Guidance

This guidance contains the following chapters:

1. What’s new in the Annual Implementation Plan
2. School improvement planning: an overview
3. Annual Implementation Plan timelines
4. Annual Implementation Plan end-of-year assessment
5. Developing the next Annual Implementation Plan
6. Engaging staff and the school community in the Annual Implementation Plan process
7. Endorsement and communication of the Annual Implementation Plan
8. Implementing the Annual Implementation Plan
9. Annual Implementation Plan monitoring
10. Updating the School Strategic Plan
11. Advice and timelines for schools in review
12. Annual Implementation Planning for new schools
    

1. What’s new in the Annual Implementation Plan

FISO 2.0 continua of practice

To streamline the Annual Implementation Plan (AIP) process, the self-evaluation against the Framework for Improving Student Outcomes (FISO) 2.0 continua of practice has been relocated to the end-of-year assessment process for the current AIP.

Priorities goal

Schools continue to require both a learning and wellbeing goal and key improvement strategy in their AIP, however schools will now be able to ‘switch off’ the established system-wide priorities goal in order to adopt specific learning and wellbeing goals and key improvement strategies from the school’s School Strategic Plan (SSP).

Schools with an SSP not yet updated to FISO 2.0 that do not already have both learning and wellbeing goals can continue to use the priorities goal in their 2024 AIP, or can choose to update their SSP.

Schools updating their SSP should do so in consultation with their senior education improvement leader (SEIL).

New NAPLAN data and the AIP

The recent changes to NAPLAN assessment and reporting have implications for how schools assess against and develop NAPLAN-related targets. These are:

• 2023 AIP end-of-year assessment: schools can now select ‘not able to assess’ from the drop-down menu in SPOT. This option should be selected for all NAPLAN targets, as schools will not be able to determine whether they have ‘met’ a 12-month NAPLAN target due to the changes to the measurement scale.
• 2024 AIP target development: schools are able to set targets using the new NAPLAN measures as appropriate to their context. Schools may either set a specific numerical end-of-year target or can choose to use their 2023 NAPLAN results as the baseline for improvement (for example, ‘improve the proportion of students in the ‘excelling’ proficiency level of NAPLAN Reading from 15% (2023 baseline).’

Note that schools should continue to set targets for other (non-NAPLAN) datasets using the standard approach.

Impact of changes to the calculation of perception survey data

As outlined in the November 2023 School Update, the department has made a minor change to the calculation of results in the Attitudes to School Survey (AToSS), School Staff Survey (SSS) and Parent, Caregiver and Guardian Opinion Survey (PCGOS), such that the ’percentage positive endorsement‘ may increase a little, compared to previously available 2019 to 2022 data. For more information about these changes, refer to Update to the calculation of student, staff and parent opinion survey results (PDF).

For most schools, the changes will have a minimal impact on results and whether the target is ‘met’, ‘partially met’ or ‘not met’ in the AIP end-of-year self-assessment. Where there is a more notable change to the data, schools can use the percentage increment (that is, growth) specified in the targets to assess whether the target is ‘met’, ‘partially met’ or ‘not met’.

For example, a school that initially set a target to improve positive endorsement of a specific AToSS factor from 42% in 2022 to 48% in 2023, and found that their baseline data has shifted, should assess whether their updated data reflects the targeted 6% improvement from the updated baseline. That is, if the updated baseline data for 2022 now shows a positive endorsement of 46%, the school will have ‘met’ their target if their 2023 results show a 6% improvement, that is, 52% positive endorsement or higher.

When providing feedback on the 2023 end-of-year self-assessment, SEILs are encouraged to confirm that schools’ AIP self-assessment is accurate in light of the data changes.

For further planning information, refer to the School Strategic Plan policy and guidance.

2. School improvement planning: an overview

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 outlines:

• the strategic intent and context that have informed the SSP, including a link to the school Statement of Values and School Philosophy (staff login required)
• the 4-year goals and targets for improving student outcomes that the school will focus on
• the key improvement strategies (KIS) that the school will implement over the 4 years to achieve the goals and targets.

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

• SSP goals, targets and KIS selected for focus in that year
• 12-month targets that track progress against 4-year targets
• actions that will be undertaken to implement the selected KIS
• intended outcomes of the actions (changes in knowledge, skills and behaviours) as well as success indicators that will be used to measure the outcomes
• the related activities that will be completed to achieve the outcomes, including resourcing, responsibility, and timelines for completion
• funding planner including Equity Funding, Disability Inclusion Tier 2 Funding, and Schools Mental Health Fund
• professional learning planner.

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 (FISO 2.0) 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 and 4-year cycles. The AIP takes schools through a 1-year improvement cycle, during which the school employs the FISO 2.0 improvement cycle to:

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

For further information about FISO 2.0, refer to the department’s policy on Framework for Improving Student Outcomes (FISO 2.0).

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. Some schools may use different terminology to refer to the group of staff member/s responsible for the AIP and other school improvement processes.

The composition of the SIT may 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 very small schools principals may work in a school improvement cluster with other small schools in their area, or with regional 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.

3. Annual Implementation Plan timelines

Actions in Term 4 2023

By the end of Term 4, schools should:

• complete the end-of-year assessment of the Annual Implementation Plan (AIP)
• develop the next AIP
• submit the next AIP in the Strategic Planning Online Tool (SPOT) for feedback and endorsement by the senior education improvement leader (SEIL).

Additional support for schools in planning their approach to Term 4 is available in the AIP Term 4 planning tool resource (PPTX) (staff login required).

Actions in Term 1 2024

In Term 1, schools should:

• action feedback from the SEIL, if appropriate (SEILs provides feedback on AIP by the start of Term 1)
• once endorsed by the SEIL, distribute the AIP to staff early in Term 1
• present the AIP to school council for endorsement by the end of March
• commence implementation of the AIP
• (optional) complete AIP Term 1 monitoring by the end of Term 1.

Actions in Term 2 2024

In Term 2, schools should:

• continue to implement the AIP
• complete AIP mid-year monitoring (compulsory) between Week 8, Term 2 and Week 2, Term 3.

Actions in Term 3 2024

In Term 3, schools should:

• continue to implement the AIP
• complete AIP Term 3 monitoring (optional) by the end of Term 3.

Actions in Term 4 2024

By the end of Term 4, schools should:

• complete the end-of-year assessment of the AIP
• develop the next AIP
• submit the next AIP in SPOT for feedback and endorsement by the SEIL.

4. Annual Implementation Plan end-of-year assessment

In Term 4, schools complete the Annual Implementation Plan (AIP) end-of-year assessment in the Strategic Planning Online Tool (SPOT) to reflect on the progress they have made 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) 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
3. selecting the relevant enablers and barriers
4. identifying next steps for improvement
5. self-evaluating against the Framework for Improving Student Outcomes (FISO) 2.0 continua of practice.

More detail on each of these elements is provided below.

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

Schools should examine their school performance report and other reports on Panorama, including comparing their performance to similar schools, as well as reviewing their performance over time. Schools can also use local evidence, such as formative assessment data.

Through this process, schools should examine student outcomes data across the school and 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).

Action to complete in SPOT: Identify whether each AIP target has been met.

4.2 Indicate progress on implementing the KIS

The process of reflecting on annual progress towards implementing the KIS establishes an important link between the AIP and 4-year School Strategic Plan (SSP). Reflection on progress towards the KIS can reveal insights into the implementation of AIP actions, allowing schools to identify which elements of their planning and implementation have the most impact on student outcomes. These insights help to guide schools in their future planning.

Actions to complete in SPOT: Schools indicate their progress towards each KIS by:

• identifying whether actions were completed, partially completed or not completed
• commenting 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.

4.3 Identify next steps for improvement

Schools identify where they will focus their efforts in the next year towards their SSP goals. These insights will inform the development of the next AIP.

Action to complete in SPOT: Provide a commentary on future planning that reflects on the school’s progress towards their 4-year goals, targets and KIS and describes areas for focus the following year.

4.4 Self-evaluate against the FISO 2.0 continua of practice

The FISO 2.0 continua of practice is a 4 point scale that is used by schools to self-evaluate their performance and practice against the 5 core elements.

To inform this self-evaluation, schools examine practice across the school by using the FISO 2.0 illustrations of practice (DOCX), before making their final self-evaluations against the continua of practice. The illustrations of practice are examples of effective practice within each dimension. They are used to diagnose areas for improvement and can be used as a benchmark against which to reflect on current practice.

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

Completion of the self-evaluation against the continua will support schools to prioritise areas of practice for focus in the next AIP.

Action to complete in SPOT: Record a self-evaluation rating for each of the FISO 2.0 core elements. Schools can also choose to summarise and attach supporting evidence in support of these self-evaluations.

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

6. Engaging staff and the school community in the Annual Implementation Planning process

Some example activities for engaging staff and students in the Annual Implementation Planning (AIP) process include:

• working in groups, each allocated one key improvement strategies (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
• creating an ‘evidence wall’ for the illustrations of practice in the staff room where staff can attach evidence to the practices identified, such as photos, policies, sticky notes and learning artefacts
• printing out and displaying the illustrations of practice for each of the core elements, with staff working in small groups to identify three practices that they regularly observe in the school, and three practices they think that the school could focus on improving next year
• 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
• dividing staff into table groups and allocating each group one of the KIS selected for focus. Using the Framework for Improving Student Outcomes (FISO) 2.0 continua of practice, 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.

7. Endorsement and communication of the Annual Implementation Plan

The principal submits the Annual Implementation Plan (AIP) by the end of Term 4 using the ‘review and endorse’ tab on the Strategic Planning Online Tool (SPOT).

The senior education improvement leader (SEIL) will review the AIP and may provide feedback.

Once endorsed by the SEIL, the AIP is presented to the school council for discussion and endorsement by the end of March.

Following these endorsements, the focus of 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.

8. Implementing the Annual Implementation Plan

To ensure effective implementation of the Annual Implementation Plan (AIP) and strengthen distributed leadership, schools should consider establishing systems and processes for staff to regularly work together to progress elements of the current AIP.

As these processes will vary based on school context and staffing profiles, some different options for distributed leadership of AIP implementation and monitoring are outlined below.

Led by school leadership or the school improvement team members

• Each member of the school improvement team (SIT) is responsible for aspects of the AIP implementation that link to their role.
• Team members regularly meet, analyse data and report on progress.
• The SIT is responsible for running regular professional development sessions, collecting data, and gaining feedback from staff, students, and parents.

Led by AIP working groups

• Specific working groups are created in response to AIP key improvement strategies (KIS), for example, a numeracy working group and a Respectful Relationships working group.
• The AIP working groups meet regularly and are responsible for overseeing the implementation and monitoring for their AIP area. They report back to leadership/SIT once a term.
• Working groups are responsible for delivering professional development, collecting data and gaining feedback from students and parents.

Led collaboratively across schools

• In circumstances where schools are not able to distribute implementation efforts across staff within the school (such as in very small schools), AIP development and implementation can be distributed across schools in a network or cluster.
• In these instances, schools may share priorities (identified through actions) and implement them differently in response to context (identified through activities).
• Very small schools can support each other with monitoring and critically reflecting on implementation efforts.
• They may also draw on additional resourcing (part-time staff and regional staff or school council members as appropriate).

9. Annual Implementation Plan monitoring

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).

By reviewing their AIP, the school will be able to leverage implementation successes, respond to challenges and maintain a sharp focus on their targets for improvement.

Schools should complete their mid-year monitoring activities by mid-July. Term 1 and 3 monitoring is optional.

Schools may wish to draw on the following examples of monitoring activities:

• At a staff meeting, teachers can gather in table groups led by a member of the school improvement team (SIT) or equivalent leadership team to contribute to monitoring one key improvement strategy (KIS) from the AIP.
• In a series of staff meetings, key staff can present on each of the KIS selected for focus in the AIP. The presenters discuss AIP actions related to the KIS and present evidence of their impact. Depending on the KIS selected and the FISO 2.0 core elements they are linked to, schools may wish to consider inviting student representatives for a portion of the meeting.
• In faculties or year-level groups, teachers can meet to discuss each KIS selected for focus in the AIP. They can share any contributions they have personally made to the implementation of the KIS, and present evidence of impact within their classrooms. One member of each group records reflections and reports back to the SIT.

Based on the results of monitoring, schools may adjust their plans across the remainder of the year.

Senior education improvement leaders (SEILs) have a key role in supporting school leaders and other school staff to undertake monitoring in the Strategic Planning Online Tool (SPOT) and provide feedback on implementation progress throughout the year.

Actions to complete in SPOT

To complete the monitoring tab for a given term on SPOT, schools should:

• reflect on the implementation of the AIP
• analyse any new 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.

10. Updating the School Strategic Plan

During the process of developing an Annual Implementation Plan (AIP), and over the life of the 4-year School Strategic Plan (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 key improvement strategies (KIS) is necessary in order to improve the student outcomes identified in targets.

To modify the SSP:

• the senior education improvement leader (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 the Strategic Planning Online Tool (SPOT) for editing.

11. Advice and timelines for schools in review

The Annual Implementation Plan (AIP) operationalises the 4-year School Strategic Plan (SSP) created through the review process. During the year of their review, schools may have different timelines for their next AIP.

To streamline planning, schools who are either completing their pre-review self-evaluation (PRSE), undertaking review, or completing their new SSP during Term 4 of the current year are not required to develop an AIP for the following year until their new SSP is endorsed. This will apply to schools who are in review in Term 4 of the current year or Term 1 of the following year. This will mean that some schools in this situation may not finalise their AIP before the end of the current school year.

Depending on the timing of their review, schools in review may have 2 AIPs in a year, one before their new SSP – the ‘pre-review AIP’ – and one after their new SSP, the ‘post-review AIP’.

Schools scheduled to undertake review from Term 2 to Term 4 should plan their pre-review AIP to extend until their SSP is expected to be endorsed. For example, if a school’s review is in Term 2, their SSP will most likely be endorsed in Term 3, at which point they can commence planning their post-review AIP against their new SSP goals. 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 (SEIL) 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 next SSP.

12. Annual Implementation Planning for new schools

When developing an Annual Implementation Plan (AIP), established schools draw on their 4-year goals, targets and key improvement strategies (KIS) as outlined in their School Strategic Plan (SSP). As schools in their first year of operation, as well as newly merged schools, will not yet have completed school review and developed an SSP through the process, they take a modified approach to school improvement planning.

During this initial year, a stand-alone AIP guides the school improvement cycle in lieu of a SSP. This stand-alone AIP is automatically generated in the Strategic Planning Online Tool for new schools and contains an additional tab where new schools can write their goals, targets and KIS. This AIP articulates the school community’s broad goals and targets and identifies KIS that will guide the first 12 months of operation.

A new school will focus on establishing the core elements of the Framework for Improving Student Outcomes (FISO 2.0).

To support this, the first AIP should establish broad goals and targets relating to student learning and wellbeing outcomes. These goals and targets consider the school vision and establish a clear direction for improving student outcomes.

Endorsement of the school’s first AIP by the principal, senior education improvement leader (SEIL) and school council should be obtained within the first term of the school’s operation.

New schools can expect to take part in their first school review at the conclusion of their inaugural year of operation, and following review will create their next SSP. Depending on the timing of their review, some new schools will need to develop a stand-alone AIP for their second year of operation, to be used until the school’s first SSP has been developed following their first school review. For further detail on how the timing of review affects AIP planning, see Advice and timelines for schools in review.

Data available to new schools

As it is their first year of operations, new schools will not have access to the same data sources as established schools to inform their planning. However, there are a variety of data sources available that can inform initial annual planning efforts and provide insight into incoming student cohorts.

Census data from profile.id.com.au can provide local government area demographic information about student cohorts. A comprehensive community profile can be downloaded from the site.

Useful data sets include:

• population summary
• culturally diverse population statistics
• Aboriginal and Torres Strait Islander population
• proficiency in English
• disability statistics
• household type
• Socio-Economic Indexes for Areas (SEIFA) index of disadvantage.

Schools will collect data on their incoming students via the School Entrant Health Questionnaire (Primary only) and Student Family Occupation Education (SFOE) information during enrolment.

Secondary schools can collect transition data from feeder schools to gain information about incoming student cohorts. This data is available in CASES21.

Further student, teacher and parent data will become available as it is collected throughout the year. Newly established schools can also use the FISO 2.0 illustrations of practice and continua of practice to identify areas of focus for the coming year.

School planning timelines for new schools

• Year 1 of operation: Schools complete a stand-alone AIP
• Year 2 of operation: Schools complete a stand-alone AIP for the period up to their first review, 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

Resources

Resources to support Annual Implementation Plan (AIP) development

• 2024 AIP Term 4 planning tool (PPTX) (staff login required)
• How to integrate DE initiatives into the AIP – example KIS and Actions for schools and regions (PPTX) (staff login required)
• Completing the funding planner in SPOT (PPTX) (staff login required)
• A recording of the state-wide AIP briefing delivered in Term 4, 2023 is available. Please email improvement.support@education.vic.gov.au

Resources to support planning

• 2024 improvement cycle planner for school leaders (DOCX) (staff login required)
• 2024 improvement cycle planner for SEILs (DOCX) (staff login required)
• SPOT troubleshooting guide (DOCX) (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

• Panorama (staff login required) – includes access to School Performance Reports and range of dashboards with dynamic views of school achievement, wellbeing and engagement measures over time
• 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
• VCAA data service – provides a comprehensive range of reports to all Victorian schools on results from the National Assessment Program – Literacy and Numeracy (NAPLAN)

Other relevant Department of Education resources, programs and initiatives

• Victorian Curriculum F-10 EAL draft curriculum
• Victorian Literacy and Numeracy strategy
• Professional learning communities resources
• Student voice practice guide – Amplify
• Schools Mental Health Fund and Menu
• Inclusion boost funding for schools (PDF) – see Appendix 1 for Tools and Resources to Support the Inclusion of Students with Disabilities in Your School
• Guidance to support EAL learners
• Marrung Education Plan
• Dhelk Wukang (PDF) – DE’s Aboriginal Inclusion Plan for 2022 to 2026