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

Content components

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

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

The end-of-year assessment includes:

Examining data and indicating progress towards targets
implementation of each key improvement strategy (KIS)
future planning: identifying next steps for improvement
self-evaluation against the FISO 2.0 continua of practice and responding to VTLM 2.0 (all schools) and Victoria’s approach to teaching reading in F-2 (primary, P-12 and specialist schools only) questions.

More detail on each of these elements is provided below.

3.1 Examine data and indicate progress towards 4-year SSP and priority targets

Schools examine learning and wellbeing data, including data regarding priority cohorts, using their school performance and other reports on Panorama, as well as locally held data to determine progress made towards their 4-year SSP targets.

Schools can also compare their performance to similar schools and the state, as well as review their performance over time.

Schools must comment on progress towards their NAPLAN ‘Needs additional support’ target in the free text box available in the ‘System priorities’ table of the end-of-year assessment tab in SPOT. Schools can assess their progress using the NAPLAN Performance Comparison by Proficiency Level dashboard in Panorama.

When reviewing the dashboard, schools should consider the change in the proportion of students in the NAS proficiency level on each side of the Sankey chart between 2024 and 2026. Schools with a more transient student cohort may find it useful to apply the ‘Same school 2 years prior’ filter to better understand the impact of their improvement efforts.

Schools should also consider the actions and interventions targeted towards students in the NAS proficiency level in 2025 and 2026, and review evidence of their impact. Relevant evidence may include school-based assessments, PAT results and teacher judgement data.

3.2 Indicate progress on implementing the KIS

Schools indicate their progress towards implementing each KIS by:

identifying whether KIS actions were completed, partially completed or not completed
indicating whether none, some or all predicted evidence of change has occurred
identifying relevant enablers and barriers
tracking completion of tasks (optional)
recording reflective comments regarding progress of the KIS (optional).

3.3 Future planning: Identify next steps for improvement

Schools include a commentary describing areas for focus in the following year to support planning their next AIP.

3.4 Self-evaluation against the FISO 2.0 continua of practice

Schools record a self-evaluation rating using the FISO 2.0 continua of practice (within SPOT) for each of the learning and wellbeing outcomes, as well as the 5 core elements.

Schools can also choose to summarise and attach evidence in support of these self-evaluations.

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

For student learning and wellbeing outcomes, schools use a 4-point scale (emerging, evolving, embedding and excelling) to assess student achievement of learning and development of wellbeing capabilities. To inform their self-evaluation, it is recommended that schools examine the outcomes data in Panorama both over time and for a range of student cohorts, including those in priority cohorts.

To inform their self-evaluation against the core elements, schools use the same 4-point scale but reflect on practice using the FISO 2.0 illustrations of practice (DOCX). The illustrations of practice are examples of evidence-informed effective practices within each dimension of FISO 2.0. They can be used as a benchmark to assess current practice across the school against and identify areas for improvement.