Annual Implementation Plan (AIP)

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

In Term 4, schools 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:

1. indicating whether 2025 12-month AIP targets have been met
2. indicating progress on implementing the key improvement strategies (KIS)
3. future planning: identifying next steps for improvement
4. self-evaluation against the FISO 2.0 continua of practice and expectations set out in the Victorian Teaching and Learning Model (VTLM 2.0), Victorian Lesson Plans and Victoria’s approach to teaching reading F–2.

More detail on each of these elements is provided below.

3.1 Examine data and indicate progress on 2025 12-month AIP targets

Schools examine their school performance report and other reports on Panorama, as well as locally held data to identify whether each AIP target has been met.

Schools compare their performance to similar schools, as well as review their performance over time and outcomes for priority cohorts.

In the 2025 AIP end-of-year assessment, it is recommended that schools indicate interim progress towards their NAPLAN ‘needs additional support’ target using the following options available on SPOT:

• ‘Partially met – if interim measures suggest on track’
• ‘Not on track to meet – if interim measures suggest not on track’
• ‘Not able to assess due to cohort changes – if changes to your cohort mean interim assessment not possible’.

It is recommended that schools draw on at least one of the following data sources to demonstrate evidence of progress for the NAS target:

• Adaptive PAT-R (Reading) and Adaptive PAT-M (Mathematics) or alternative third-party standardised assessment tool
• Teacher judgement growth dashboard on Panorama
• VCAA digital assessments for Mathematics and English.

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).

3.2 Indicate progress on implementing the KIS

Schools indicate their progress towards each KIS by:

• identifying whether actions were completed, partially completed or not completed
• commenting on the impact of actions on outcomes and success indicators
• identifying the relevant enablers and barriers.

3.3 Future planning: Identify next steps for improvement

Schools include a commentary on progress towards their 4-year SSP goals, targets and KIS and describe areas for focus the following year.

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 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.

In relation to student learning and wellbeing outcomes, schools use a 4-point scale (emerging, evolving, embedding and excelling) to assess student achievement and 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.

To inform their self-evaluation against the core elements, it is recommended that schools reflect on practice across the school by using the FISO 2.0 illustrations of practice (DOCX). The illustrations of practice are examples of effective practice within each dimension of FISO 2.0, and they can be used as a benchmark against which to reflect on current practice and identify areas for improvement.

Schools who have recently undergone a school review can draw on their validated FISO 2.0 continua assessment when completing this step.

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

VTLM 2.0, Victorian Lesson Plans and F–2 reading check-in

As part of the ‘teaching and learning’ core element in the end-of-year assessment, schools respond to a short series of questions on their current practices against the expectations in the Victorian Teaching and Learning Model (VTLM 2.0) and Victoria’s approach to teaching reading F–2 and indicate their intentions to use the Victorian Lesson Plans in 2026. These questions are designed to assist schools to identify areas of focus for the 2026 AIP.

The questions appear in the ‘perform self-evaluation’ tab in the AIP in SPOT when the ‘teaching and learning’ core element is selected.

It is recommended that schools include actions towards implementing the VTLM 2.0 and F-2 reading approach (if applicable) in their 2026 AIP.