Annual Implementation Plan (AIP)

4. Developing the next Annual Implementation Plan

Developing the next Annual Implementation Plan (AIP) includes:

1. selecting goals from the SSP for inclusion in the AIP
2. reviewing the 4-year targets for each goal to inform selection of KIS
3. reviewing the system priorities section
4. selecting the key improvement strategies (KIS)
5. developing the actions for each KIS
6. defining the evidence of change for each action
7. identifying tasks for each action.

More detail on each of these elements is provided below.

4.1 Selecting goals from the SSP for inclusion in the AIP

Schools use insights from their end-of-year assessment to select which SSP goals and related KIS will be prioritised for the next AIP.

Schools are required to include both a learning goal and a wellbeing goal in their AIPs, reflecting FISO 2.0.

When selecting goals for the next AIP, schools must consider:

• the sequencing of goals and KIS over the 4-year period of the SSP
• 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 desired change over the 12-month period.

4.2 Reviewing the 4-year targets for each goal to inform selection of KIS

Note: schools no longer develop 12-month sub targets in the AIP.

For each goal selected for focus in the AIP, it is expected that schools review their progress against the 4-year SSP targets to determine which KIS will be selected for implementation through the new AIP.

When reviewing overall progress towards achievement of the SSP targets, schools consider whether they are starting to implement a new SSP in 2026 or are in the middle or end of implementing a current SSP. Understanding progress toward targets and the status of previously implemented KIS helps schools decide which strategies to continue, adjust, or introduce in the new AIP.

4.3 Reviewing the system priorities section

A ‘system priorities’ section has been added for schools to capture improvements in the department’s priority areas. In 2026 this includes the continuation of the compulsory target for reducing the number of students in the ‘needs additional support’ (NAS) proficiency level in NAPLAN reading and numeracy.

The ‘system priorities’ section is pre-populated for all schools on the Strategic Planning Online Tool (SPOT), at the top of the ‘select annual goals and KIS’ tab.

Schools are required to continue to work towards a target to decrease the number of students achieving in the NAS proficiency level in reading and numeracy in NAPLAN by the time those students next complete NAPLAN. This target is displayed in the ‘system priorities’ section of the AIP on SPOT.

Primary schools must continue to work towards the following target:

• By 2026, reduce the number of NAS students in each of reading and numeracy in Year 3 and 5 compared to the number of NAS students in 2024.

Secondary schools must continue to work towards the following target:

• By 2026, reduce the number of NAS students in each of reading and numeracy in Year 7 and 9 compared to the number of NAS students in 2024.

For example, if 12 students in Year 3 have been assessed as needing additional support in 2024 NAPLAN, a school would aim to have fewer than 12 students from that same cohort when they are in Year 5 in 2026 assessed as needing additional support.

To find the baseline data for this target, schools can access their 2024 NAPLAN results on Panorama.

Schools without NAS students or that do not participate in NAPLAN testing are exempt.

4.4 Selecting the key improvement strategies

The school selects the KIS from their SSP to focus on over the next 12 months.

The school provides a rationale on why these KIS have been selected, which can include commentary on their:

• self-evaluation against the FISO 2.0 continua of practice
• responses to the VTLM 2.0, Victorian Lesson Plans and F–2 reading approach questions from the previous end-of-year assessment
• current progress towards the SSP goals and targets
• school data or 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 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 SPOT.

4.5 Developing actions for each key improvement strategy

Schools develop actions, which are the high-level areas of focus across the year that support the implementation of the KIS.

When developing actions, schools must consider:

• that only 1 or 2 actions are 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 outcomes and practices
• the evidence of change in knowledge, skills, behaviours that should be seen in relation to students, teachers and leaders, and in student outcomes
• any organisational or structural changes that might be required
• their local context and resources that may be required to support the actions.

4.6 Defining evidence of change for each action

For each KIS, schools identify up to 5 key changes expected to occur across the year if the actions are successfully implemented.

Evidence of change should capture expected changes in:

• school practices, per the FISO 2.0 core elements
• the skills, behaviours and knowledge of staff, students or leaders
• artefacts such as lesson plans or observation notes
• student learning and wellbeing outcomes data.

4.7 Identifying tasks for each action

Schools identify the specific tasks necessary to complete the actions. Schools should develop a maximum of 6 tasks across the 1 to 2 actions identified for each KIS. To determine how many actions and corresponding tasks to develop for each KIS, schools must consider their capacity for change over the year and the number of KIS selected for focus across the entire AIP. Schools record who is responsible for the implementation of each task.