nw cts 2015 data collection report...

N o r t h W e s t C o m m u n i t y T r a n s i t i o n S u p p o r t 2 0 1 5 D a t a C o l l e c t i o n P r o j e c t

N o r t h W e s t C o m m u n i t y T r a n s i t i o n S u p p o r t 2 0 1 5 D a t a C o l l e c t i o n P r o j e c t

AcknowledgementsAcknowledgementsAcknowledgementsAcknowledgements This project was developed and coordinated by the NW Community Transition Support (CTS) initiative

with consultancy work undertaken by Zita Pinda of Seven Ways Consultancy and Mary Cahill,

Educational Consultant.

We would like to acknowledge the Special, Specialist and Special Development Schools (SDS) from

across the North West of Melbourne for their collaboration and support in providing data for this

project.

The CTS initiative is supported by a seven LLEN consortia from the north and west of Melbourne with

Inner Northern Local Learning and Employment Network as the lead agent.

For further information please contact:

Meri Ivanovska

Manager

NW Community Transition Support

Inner Northern LLEN

[email protected]

N o r t h W e s t C o m m u n i t y T r a n s i t i o n S u p p o r t 2 0 1 5 D a t a C o l l e c t i o n P r o j e c t P a g e | 1

ContentsContentsContentsContents

Acknowledgements ..................................................................................................................................

1. Executive Summary ......................................................................................................................... 2

2. Introduction .................................................................................................................................... 7

3. Methodology ................................................................................................................................ 10

4. Literature Review .......................................................................................................................... 11

5. Findings ......................................................................................................................................... 17

6. Improving the Transition Process in Schools ................................................................................. 32

7. Conclusion ..................................................................................................................................... 35

8. Recommendations ........................................................................................................................ 36

9. Appendix ....................................................................................................................................... 37

10. References ................................................................................................................................ 40


1.1.1.1. Executive SummaryExecutive SummaryExecutive SummaryExecutive Summary

The North West Community Transition Support, 2015 Data Collection Project was implemented in order

to quantify the number of students exiting from 22 special, specialist and special developmental schools

across the north west of Melbourne and to ascertain their post school destinations. The collection of

this data is to supplement Department of Education and Training (DET) On Track data.

The aim of the Project was to collect post school destination data of students exiting specialist schools

across the North West metropolitan region of Melbourne. The data collection also included exit

numbers on Indigenous and CALD students. The focus of the CTS Data Collection Project was on special,

specialist and special developmental schools, and the services supporting their students to transition to

career and post school pathways.

This report documents the work of the first phase of the Project conducted April to July 2015. The key

focus was on conducting research which would be used to establish the strategic direction for the next

phases of the Project.

The key objectives are:

• Conduct a Literature Review to identify critical success factors needed for effective transitions and

to investigate other practices / models of effective transition of young people with a disability

• Improve the understanding of the post school destinations of young people with a disability across

the North West Melbourne

• Improve the understanding of the numbers of Indigenous and CALD students transitioning from the

specialist school system

• Create a benchmark for the North and West metropolitan region

The methodology for this project included:

• A desktop literature review was conducted to scan for existing research reports and good practice

related to transition of young people with a disability

• The key objectives were utilized to develop a data collection tool which was used to survey 19

schools about the exit destinations of their students. This process was supported by two

educational consultants

• When completing the data collection tool, schools were asked to identify indigenous and CALD

students.

Community Transition Support (CTS) is a program function funded by North and West Metropolitan

Region Department of Health and Human Services to improve post-school pathways and outcomes for

young people with disabilities. The required outcome of this initiative is to improve education,

employment and community participation outcomes for young people with disabilities aged 18-21,

who are eligible for Futures for Young Adults (FFYA). It is expected that this will be achieved through

two key objectives:


• Improved career development practice in secondary schools, specifically the disability specific

school settings in the region

• Increased opportunities for young people with a disability to participate in open employment,

further education and their local communities.

School to post school transition is a critical time for most young people but even more so for young

people with a disability yet there have been very few studies conducted on this cohort. The literature

review for this project focused on the work of Wakefield, M & Waugh Transitions to Employment of

Australian Young People with Disability and the Ticket to Work Initiative but also includes details of an

Australian study conducted by Dr Denis Meadows (2012).

During the 1990s, following broad and rigorous research Kohler (1996) developed a Taxonomy for

Transition Planning. This framework has proved beneficial in supporting further research into transition

practice and is useful to support the development of system, network and school based policies,

surveys, audits and planning tools.

Summary of Data Collection Findings

General

• There was a total of 198 students who exited from the participating schools in 2014. Of these, 130

were male and 68 were female. The majority of exiting students (53%) were from Special Schools

whilst 34% were from Specialist and Autism Schools and 13% of students were from Special

Development Schools.

• The 2014 student exit data reflects that a total of 30% of students transitioned to Day

Services/Supports and 27% have transitioned to TAFE/RTOs. 22% of students have moved to

Transition to Employment Programs. A total of 10% of students transitioned to destinations in the

“Other” category. A total of 7% of students transitioned to Disability Employment Services. Only 2%

of students have transitioned directly to employment after leaving school and 2% of students

transitioned to Australian Disability Enterprise Programs.

• Of the 198 exiting students, only 2% were identified by schools as being ATSI and 15% of students

were identified as being EAL.

• The large majority (84%) of exit students left at the end of Year 12, whilst only 2% exited at Year 11

and 1.5% at Year 10. A further 10% of students were classified by schools as ungraded and for 2% of

students, the year level was not specified.

• There is a wide range of Disability types identified with the largest number of students identified as

being on the Autism Spectrum.

School Programs 2014

• Examination of programs undertaken by exit Students in 2014 reveals that the majority (60%) of

students undertook VCAL programs with a further 17% undertaking ABLES.

• A total of 57% of Exit Students undertook VET or SBAT studies. 46% of students undertook VET

studies, 5% of students undertook SBAT studies and a further 6% of students undertook a

combination of both VET and SBAT. Students undertaking these studies were from Special, Specialist

Schools and Specialist and Autism Schools.


• There is a wide range of VET studies undertaken between the various schools. The highest number

of students (35) undertook studies in Horticulture whilst a further 15 undertook Hospitality, 10

students undertook Furniture and 10 students undertook Media studies. Printing and Graphic Arts,

Warehousing Sport and Recreation, and Furnishing were also well represented. The majority of

SBAT studies were in Food Processing whilst students also undertook studies in Hospitality (2

students) and Warehousing (2 students).

Current Enrolments 2015

• There will be large numbers of students moving into the senior school years in 2015/6 with 276

students enrolled in VCAL, 367 students enrolled in ABLES or other courses. It is projected that there

could be 307 students in their final year based on the examination of the number of students

enrolled in Term 2 2015 who were aged sixteen years or more at February, 2015. It should be noted

that this number for will vary based on early school leavers and transition in and out of the school.

The data reflected the following for the coming years:

o 306 students enrolled in Year 10

o 276 students enrolled in VCAL and

o 367 students enrolled in ABLES or other courses

The strategies adopted by schools in providing effective transition experiences for young people and

their families should to be grounded in the recognition of the need to implement a rigorous and

sustainable improvement process. The key to success of the schools lies in recognition and

understanding that this process demands a strategic evidence-based approach to address identified

broad issues.

The following model for effective transition has been developed through recognition of the local context

and incorporates some of the processes presented in of Kohler’s taxonomy.

• Strategic Approach

• Leadership

• Building Capacity

• Student and Family Engagement

• Support for Individual Families and Students

• Community and Industry Links and Partnerships

Conclusion

The specialist schools across the North West Melbourne region are working toward improving

opportunities for students to transition to positive vocational work directed destinations. This is evident

in the number of student enrollments in VCAL and VET programs during this critical time in their lives

which is a positive way forward.

The findings from this project have established a benchmark for the North West Melbourne region and

the opportunity for individual schools to reflect on programs as part of their school improvement

agenda. Areas for this focus include:


• The incorporation of more education to employment programs as 49% of students transitioned into

a post school service that provides skill development to move into open employment. There were

118 students undertaking VCAL which is an applied learning, vocational program that aims to

develop work related skills. However it appears that 54 of the 118 had a destination undertaking a

Certificate I program post school.

• The number of students enrolled in VET reflected a smaller number than those enrolled in VCAL.

A review of the completion rates of Certificate I and II is required.

• Ways of increasing the number of students aspiring to move directly into employment. There is a

significantly small proportion of exiting students moving into post-school employment.

• Consideration to transition policy and procedures given that the projected student numbers show

there will be an increase in transitioning students over the next few years.

Although there has been limited Australian research conducted into the post school destinations of

young people with disability, this data collection project provides an excellent frameworks and good

practice examples to guide schools in this important work.

Recommendations

The following recommendations are made for schools:

STRATEGIC APPROACH

1. A whole school strategic approach to improve the VCAL and VET delivery and access to SBAT’s

2. School leadership to promote a culture of high expectations for students participating in the

workforce through focusing on improving work experience programs which create more options

for employment

3. Leadership to work in partnership with the services supporting students, to ensure that

transition improvement is a key focus in the School Strategic Plan

CAPACITY BUILDING

4. Build the capacity of staff by regular participation in professional learning focused on effective

transition for students

5. Schools to utilise available models to develop a framework for an effective transitions program

6. Create further opportunities for effective parent and student engagement in the transition

process

DATA COLLECTION

7. Develop protocols, timelines and tools to support effective and timely annual collection of

destination data

8. Utilise data for future planning around transition, policy and procedures

9. Review student completion rates of VET and VCAL programs to maximize possible employment

outcomes


2.2.2.2. IIIIntroductionntroductionntroductionntroduction

The North West Community Transition Support, 2015 Data Collection Project was implemented in order

to quantify the number of students exiting from 22 special, specialist and special developmental schools

across the north west of Melbourne and to ascertain their destinations. The collection of this data is to

supplement Department of Education and Training (DET) On Track data. On Track is an annual survey

run by the Victorian Government to monitor destination outcomes of school leavers six months after

they exit school. Participation rates of students from specialist schools are low. Approximately 800

specialist school students were eligible to participate in the 2014 specialist school survey. Of the 436

students who consented to participate, 255 interviews were conducted, representing a response rate of

58.5 per cent and approximately 31.9 per cent of the cohort.

The Australian Bureau of Statistics (2012) data shows:

• Only 38% of young people with a disability aged 15-24 had completed year 12 or equivalent

• Only half of all students with severe disability continue past year 10

• Labour force participation rates for young people with a disability aged 15-24 was 56.6% compared

to 70.8% for 15-24 year olds without disability.

Survey of Disability, Ageing and Carers (SDAC) data show that people with disability are still less likely to

be participating in the labour force than other Australians. According to data from SDAC, there has been

little change in the labour force participation rate for people with disability aged 15-64 years between

1993 (54.9%) and 2012 (52.8%).

The aim of the 2014 Data Collection Project was to collect data on the post school destinations of

students exiting specialist schools across the North West metropolitan region of Melbourne. The data

collection also included Indigenous and CALD exit student numbers. The focus of the project was on

special, specialist and special developmental schools, and the services supporting their students to

transition to career and post school pathways.

This report documents the work of the first phase of the Project conducted April to July 2015. The key

focus was on conducting research which would be used to establish the strategic direction for the next

phases of the Project. The key objectives are:

• Conduct a Literature Review to identify critical success factors needed for effective transitions and

to investigate other practices / models of effective transition of young people with a disability.

• Improve the understanding of the post school destinations of young people with a disability across

the North West of Melbourne

• Improve the understanding of the numbers of Indigenous and CALD students transitioning from the

specialist school system

• Create a benchmark for the region

It is hoped that the key findings of this phase of the Project will support:

• To increase the opportunities for further education, training, employment and community

participation

• Creation a benchmark for the region


• Provision of an opportunity for longitudinal data collection

• Engagement of specialist schools regionally in the On Track data collection

• Identification of critical success factors needed for effective transitions

• Investigation of other practices / models of effective transition of young people with a disability

DEFINITION OF DISABILITY

A person is deemed to have an intellectual disability if they have both the following before they are 18

years of age:

• An IQ below 70 (average IQ is 100)

• Significant difficulty with daily living skills including looking after themselves, communicating and

taking part in activities with others. (Centre for Developmental Disability Health)

About two to three per cent of the population has an intellectual disability. This is more than 100,000

Victorians. People with an intellectual disability have significant health disadvantage with a life

expectancy up to twenty years less than the general population, and many health conditions not

identified or inadequately managed.

Intellectual disability can be mild, moderate or severe and factors such as personality, coping strategies

and the presence of other disabilities (motor, social or sensory) will influence a person's requirement for

support with daily living.

This report details data sets established through the collation of the 2014 data collected from 19 special,

specialist and SDS schools across the North and West of Melbourne. Although each individual school has

its own description of the categories of intellectual disability it supports, the data is aggregated using the

classification of three types of schools:

• Special

• Specialist & Autism

• Special Development (SDS)

Data is also aggregated for the following background characteristics of students:

• ATSI – Student identifies as Aboriginal or Torres Strait Islander.

• EAL – Student identifies as speaking English as an additional language to the language spoken at

home

The project also aims to strengthen and support relationships between further education and training,

and community service providers through a collaborative network and a whole community approach.

This localised approach can respond more flexibly and holistically to the needs of young people and their

families while they are transitioning from school to post school destinations.

This project is utilizing a local school and community partnership model which is considered to be critical

for developing successful education outcomes for young people. Toward Victoria as a Learning

Community (Department of Education and Early Childhood Development Victoria 2012), states

“Victorian Schools will only be able to fully meet the future needs of students by collaborating and

fostering networks of partners to build personal learning experiences for each student. This is

particularly true in addressing complex needs of students who are disadvantaged or vulnerable”


Underpinning this work are the following understandings:

• Transition from school is a crucial time for a young person with a disability

• Impact of transition can be shaped by responses of institutions

• Preparation and management will determine whether the transition is a positive experience

• Transition is not an event but a process spanning a number of years

• The transition experience is also about the family of the student

Community Transition Support (CTS) is a program function funded by North and West Metropolitan

Region Department of Human Services to improve post-school pathways and outcomes for young

people with disabilities. The required outcome of this initiative is to improve education, employment

and community participation outcomes for young people with disabilities aged 18-21, who are eligible

for Futures for Young Adults (FFYA). It is expected that this will be achieved through two key

objectives:

• Improved career development practice in secondary schools, specifically the disability specific

school settings in the region

• Increased opportunities for young people with a disability to participate in open employment,

further education and their local communities.

The scope of the Community Transition Support function i ncl ude s:

• Increasing the capacity of schools to support young people and their families to plan for further

development, education or employment beyond school.

• Improving relationships between schools and post school service providers to enhance planning and

transitions for young people.

• Improving access to information about relevant skill development services, employment services

and community activities available to young people with a disability in their local area.

• Facilitating local responses to service gaps that prevent young people with a disability from pursuing

further education and employment, or from being included in their local communities.

N o r t h W e s t C o m m u n i t y T r a n s i t i o n S u p p o r t 2 0 1 5 D a t a C o l l e c t i o n P r o j e c t P a g e | 1 0

3.3.3.3. MethodologyMethodologyMethodologyMethodology

The emphasis of this project was on conducting research which would be used to establish the

strategic direction for ongoing work of the CTS. The following table provides a summary of the

research objectives and research methods.

Objective

Research Method

Conduct a Literature Review to identify critical

success factors needed for effective transitions

and to investigate other practices / models of

effective transition of young people with a

disability.

A desktop literature review was conducted to

scan for existing research reports and good

practice related transition of young people with

a disability

Improve the understanding of the post school

destinations of young people with a disability

across the North West of Melbourne.

The key objectives were utilized to develop

a data collection tool (Appendix)

The CTS Manager sent a formal letter to

target school Principals explaining the

project brief and inviting participation.

19 Schools confirmed their participation by

phone or email to the CTS Manager.

Two consultants met specialist school

Principal and Transition Staff to support

completion of the data collection survey.

(1-2 meetings)

Consultants followed up with Principal and

Transition staff to check data.

Improve the understanding of the numbers of

Indigenous and CALD students

When completing the data collection tool,

schools were asked to identify indigenous and

CALD students. Schools were encouraged to use

the CASES21 report ST 21080 or ST21082.

EAL – defined as either the student, or at

least one parent, speaks another language

at home.

Indigenous – the student is identified by the

family as Aboriginal or Torres Strait Islander

on enrolment. (ATSI)


4.4.4.4. Literature ReviewLiterature ReviewLiterature ReviewLiterature Review

School to post school transition is a critical time for most young people but even more so for young

people with a disability yet there have been very few studies conducted focused on this cohort. This

transition period is widely defined as the period between 15 to 24 years of age. “It is in this critical

education transition period that a young person's future can be determined, and the success (or

otherwise) of the transition can have implications that last a lifetime.” (Wakefield & Waugh 2014)

Kohler and Field (2003) refer to the post school transition process as transition-focused education, a

process that is:

• Not in addition to, or an adaptation of, regular school activities

• A fundamental basis upon which the final years of schooling are built.

• Directed toward adult outcomes and consists of academic, career, and extracurricular

instruction and activities

• Delivered through a variety instructional and transition approaches and services

• A shift from disability-focused, deficit-driven programs to an education and service delivery

approach based on abilities, options, and self-determination

A longitudinal study into post school destinations of students with a disability conducted by Dr Denis

Meadows (2012) identified that in the five year post school period:

• Only 25% of students with an autistic spectrum disorder, an intellectual impairment or a dual

diagnosis of these two conditions, had ever held a paid 'open-employment' job in a community

setting.

• 60 per cent of the remainder instead attended non-paid day programs and 13 per cent worked in

Australian Disability Enterprise. Ninety-three per cent of this group was in receipt of a disability

support pension of which 78 per cent received the maximum benefit, thus indicating that their

earnings were of an insufficient magnitude to affect the pension.

Wakefield and Waugh also assert that Australian young people with disability are not successfully

transitioning from school into further training or employment and this is a factor that is an indicator of

long term, and often life-long, disadvantage. This can lead to:

• More likelihood of dropping out of school early

• Exclusion from the labour force

• Fewer educational qualifications

• Poverty

• Social Isolation

Scoping research undertaken by Wakefield & Waugh in establishing Ticket to Work in 2011 concluded

that four key features and issues emerged:

• There is a pervasive culture of low expectation and lack of opportunities for Australian

students with disability, particularly in relation to genuine sustainable employment


• Participation in career development planning and activities, work experience and accredited training

and completion of secondary schooling are among the most significant indicators of post-school

success for young people with disability

• Young people with disability who exit school with a job are more likely to maintain a positive

career trajectory than those who do not

• Locally-based cross sectoral partnership networks which bring together expertise from an

array of sectors (education, industry, disability, employment, training, youth) who share a common

interest in improving the post-school outcomes of young people with disability are able to create

opportunities for these young people and their local community

Following broad and rigorous research conducted by Kohler (1996) in the early 1990s, Kohler developed

a Taxonomy for Transition Planning which included transition practices under the five categories

described below.

Category

Practice

Student Focused Planning Individual student plans developed using

assessment data, student self-determination

and student post-secondary goals.

Student Development.

Learning programs that focus on life,

employment, and occupational skill school

based and work based learning.

Interagency Collaboration

Participation of community agencies, businesses

and organisations in transition education

including comprehensive partnership

agreements to support effective collaboration

which enhances curriculum and program

development.

Program Structure Efficient and effective delivery of transition

focused education including philosophy,

planning, policy, evaluation, human resources

and the structures and attributes of schools.

Family Involvement Family members enabled to work

collaboratively with schools and provider in

planning and delivering transition services.

This framework has proved beneficial in supporting further research into transition practice and also

useful to support the development of system, network and school based policies, surveys, audits and

planning tools.

Wakefield and Waugh (2014) suggest that ‘Good Transition’ activities for young people with disability

include:


• Career development and workplace preparation: Opportunities for self-determination and effective

decision making processes. Career development should not and cannot just be the domain of

schools.

• Work experience paid and unpaid work experiences during the last years of secondary school as

well the completion of secondary education.

• Vocational education: Completing a Vocational Education and Training qualification not only helps

people with a disability to find work, it increases their chances of sustaining employment into the

future.

• Australian School-based Apprenticeships and Traineeships (ASbATs): Combining the mix of

employment, vocational education whilst still in school and often students leave secondary

education with a job that they are interested in.

• After school jobs: Research has shown that participation in part-time work whilst still at school

greatly increases levels of full-time employment and substantially lowers unemployment post-

school.

Wakefield and Waugh (2014) also assert that there is huge potential to achieve positive post-school

transition outcomes for young people with disabilities through recognizing the importance of:

• Preparation for work

• Recognition of transition points

• Collaboration and partnerships

• Exposure to real work

• The development of quality frameworks and evidence-based practice

Ticket to Work Program

Ticket to Work is a program that enables students with disability to participate in Australian School

Based Apprenticeship and Traineeships (ASBA or SBAT) while simultaneously undertaking their

secondary schooling (specialist or mainstream). Ticket to Work is predicated on a philosophy that all

young people with disability are entitled to participate in appropriate employment.

Ticket to Work recognises that students with disability struggle to successfully transition from school to

employment, thus putting them at significant risk of poverty and social exclusion as they move into a life

beyond school. Ticket to Work also recognises that a partnership-driven approach to ASBA delivery can

greatly improve student and employer outcomes.

Ticket to Work aims to:

• Redress the poor youth disability social and economic inclusion rates

• Assist young people with disability to remain in school

• Initiate positive youth transition to employment opportunities

• Provide students with access to dedicated ASBA program partners

• Break down youth disability employment barriers and perceptions that exist in the community


This program is underpinned by a partnership network comprised of the array of local organisations that

are best placed to collectively plan and coordinate program arrangements. Partnership organisations

and agencies may include: Schools; Partnership Brokers; Disability Employment Services (DES); National

Disability Coordination Officers (NDCO); Registered Training Organisations (RTO); Group Training

Organisations (GT0); government agencies; disability services; youth services; and, industry

representatives.

Ticket to Work in the North and West of Melbourne

CTS facilitated the TTW pilot model across the Northern metropolitan region over a year period from

April 2014 – April 2015. A range of local stakeholders with knowledge, expertise and industry networks

were bought together. These representatives formed the Northern TTW Working Party. The role of the

working party members was to use the knowledge and expertise of the group to provide links to local

industry contacts to assist with sourcing work placement options and SBATs for the student candidates

in the program.

Two SBATs have been achieved through the TTW pilot program during the pilot phase period. A large

number of opportunities to undertake work trials in a diverse range of industries was provided to the

students across the North of Melbourne.

The Western Ticket to Work Working Party was established in late 2014 and meet regularly. Their role is

to work together and utilise the knowledge and expertise of the members to increase training and

employment opportunities for the student candidates. Working Party member representatives include

specialist schools, disability employment services, workplace learning coordination project, local LLEN’s,

industry and others.

School Community Partnership Pilot Project

The aim of the School Community Partnership Pilot Project is to encourage sustainable and effective

partnerships between all members of the school community and local community which improve

education and employment outcomes for young people. The overarching aim of the project is to enable

the school community, local community services and industry to collaborate and create more

opportunities for students to engage in work and alternative post school options.

CTS has engaged 5 specialist schools to participate in the School Community Partnership Pilot Projects.

The focus of the pilot projects is to develop an Action Team of school and community members. The

members then work together to develop strategies to improve transitions for young people with

disabilities and increase parental and family engagement in students learning.

Warringa Park School in Hoppers Crossing is one of 5 schools from across North West Melbourne

engaged by CTS to participate in the School Community Partnership Pilot Project. It was intended that

each pilot project would run for at least 12 months and involve a whole of community approach to

broadening opportunities for post school transitions and parental and family engagement.

WynBay LLEN has been instrumental in supporting the brokering of relationships with local industry

providers to expose Warringa Park students to a range of work experience, tours, and community

initiatives with Rail Systems Victoria, Werribee Bunnings and Cummins.


In August 2014, the Warringa Park School Action Team members met with representatives of The Rail

Skills Centre Victoria to explore potential opportunities for students. As a result, five students from

Warringa Park School joined ten mainstream schools in a week-long orientation program at the Rail

Industry Experience Week held at Newport and Southern Cross Station. This opportunity has provided

students with exposure to a range of employment opportunities available at Rail Systems Victoria. A

highlight for students and teachers was the train driver simulator. Further work experience and

traineeships may result for students who attended.

Each School Community Partnership Pilot Project has school and community representatives involved.

Croxton School has a consistent Action Team membership of thirteen, one of which includes a

representative from Darebin City Council.

The Croxton School Action Team have worked together to assess, evaluate and plan how the school

community, with the stakeholders support, can do things differently. A key focus identified was the

development of a relationship with Darebin City Council to increase student participation in work

experience, structured work placements and other work related opportunities such as School Based

Apprenticeship and Traineeship (SBAT) in council.

As part of their one year action plan Croxton School hosted a Morning Tea in June 2014, inviting Local

Government representatives from Darebin City Council and Moreland City Council to visit the school.

Students welcomed the guests and worked in the Croxton School café to prepare the morning tea. This

event provided an opportunity for Croxton School and CTS to make a presentation about the School and

the School Community Partnership Project. It also enabled Croxton School to showcase what their

students undertake as part of their studies, in particular hospitality and their horticulture program.

The work undertaken by the students on this day modelled their ability to develop work related skills,

learning and knowledge and to build on their employability skills in preparation for post school further

education or employment.

In June 2015, a Career Tour was hosted by Darebin City Council for 20 Croxton School students to learn

more about the various career options and industry areas at Darebin City Council. The day started in the

Council Chambers and included some visits to the local Preston Library, Darebin Council Depot and

Outlook Recovery Centre in Reservoir. The relationship between Croxton School and Darebin City

Council continues to strengthen as more opportunities to collaborate and build on the existing

relationship are identified.

Specialist School Transition Network

The Specialist School Transition Network (SSTN) is for career and transition staff, leading teachers and

interested personnel from specialist schools in the North and West metropolitan region of Melbourne.

The members come together to share information and resources to support young people with

disabilities to pursue post school options that include further education and training, employment and

leisure based activities in their local community.

SSTN is working toward becoming a self-directed professional learning network for Transition

Coordinators and is very well attended. Sharing good practice processes and resources is a vital function,

as well as an opportunity to network with other teachers. The members are invited to select the themes

for meetings. The Planning Committee come together prior to each meeting to develop the Agenda.


The Key Objectives for the network are:

• Identify issues and make strategic responses

• Share knowledge, expertise and resources in a spirit of co-operation between members

• Improve transitions from secondary school to further education/training and/or employment

• Link young people to their local community to improve community participation

The Key goals of the network are to provide members with an opportunity to:

• Share learning and resources

• Professional Development

Several meetings each year are held in the local community to provide opportunity for members to visit

and learn about local services.


5.5.5.5. Findings Findings Findings Findings

This section details data sets established through the collation of the 2014 data collected from 19

special, specialist and SDS schools across the North and West of Melbourne. The data is for all students

16 years or older (born before January 1999). Although each individual school has its own description of

the categories of intellectual disability it supports, the data is aggregated using the classification of three

types of schools:

• Special

• Specialist & Autism

• Special Development (SDS)

Data is also aggregated for the following background characteristics of students:

• ATSI – Student identifies as Aboriginal or Torres Strait Islander.

• EAL – Student identifies as speaking English as an additional language to the language spoken at

home

Items for consideration have been included with the analysis of each data set.

Table 1 No. Exit Students for the 3 types of schools

Table 1 shows that there was a total of 198 students who exited from the schools in 2014. Of these, 130

were male and 68 were female. The majority of exiting students 105 were from Special Schools whilst 68

were from Specialist and Autism Schools and 25 students were from Special Development Schools. It

should be noted that only 19 of a possible 20 specialist schools across the study area participated in the

data collection project and so the total number of exiting students would be higher than 198.

School Type No. exits No. males No. females

Special Schools 105 65 40

Specialist & Autism Schools 68 43 25

Special Development Schools 25 22 3

TOTAL 198 130 68


Table 2 Destinations 2014 All Students Summary %

Table 2 and Graph 1 shows that a total of 30% of students transitioned to Day Services/Supports and

27% of 2014 exit students have transitioned to TAFE/RTOs. 22% of students have moved to Transition to

Employment Programs. There was a total of 10% of students with destinations in the “Other” category.

A total of 7% of students transitioned to Disability Employment Services. Only 2% of students have

transitioned directly to employment after leaving school and 2% of students transitioned to Australian

Disability Enterprise Programs.

27%

22%

2%

30%

7%

2%

10%

Graph 1 Destinations 2014 All Students % Summary

TAFE/RTO

Transition to Employment

Employment

Day Services/Support

Disability Employment Service

Australian Disability Enterprise

Other

Destination %

Day Services/Support 30

TAFE/RTO 27

Transition to Employment 22

Other 10

Disability Employment Service 7

Australian Disability Enterprise 2

Employment 2

TOTAL 100


Table 3 No. Indigenous and EAL Students

Table 3 shows that of the 198 exiting students, only 4 students were identified by schools as being ATSI

and 30 students were identified as being EAL. This EAL and ATSI population data does not appear to be

accurate given the demographic of the local areas where the schools are located. This could be

explained by schools having experienced difficulty in extracting accurate data from the CASES21 data

base in the year after exit, and having therefore relied on anecdotal evidence.

Table 4 Year levels of Exit Students 2014 (n=198)

Table 4 shows that the large majority (167) of exit students left at the end of Year 12, whilst only 5

exited at Year 11 and 3 at Year 10. A further 19 students were classified by schools as ungraded and for

4 students the year level was not specified. When considering this data, it needs to be noted that

schools could be using different criteria to determine the year level of students.

School Type No. exits No. ATSI No. EAL




TOTAL 198 4 30

School Type Year 12

Year 11 Year 10 Year Level

Ungraded

Year

Level

not given

Special Schools 98 2 3 0 2

Specialist & Autism Schools 55 3 0 8 2

Special Development Schools 14 0 0 11 0

TOTAL 167 5 3 19 4


Table 5 Programs undertaken by Exit Students in 2014

Table 5 shows the Programs undertaken by Exit Students in 2014. It can be seen that the majority (118)

of students undertook VCAL programs with a further 34 undertaking ABLES.

The Victorian Certificate of Applied Learning (VCAL) is a hands-on option for students. The VCAL gives

students practical work-related experience, as well as literacy and numeracy skills and the opportunity

to build personal skills that are important for life and work. VCAL is an accredited secondary certificate.

The Abilities Based Learning and Education Support (ABLES) program supports the teaching and learning

of students with disabilities and additional needs. It provides a suite of curriculum, pedagogy,

assessment and reporting resources that assist teachers in recognising and responding to the diverse

learning needs of all students, and in assessing and reporting student learning, monitoring student

progress and providing accurate intervention advice. It can be seen that there are other alternative

programs designed by individual schools to meet the learning needs of their students.

Table 6 No. Exit Students Underttaking VET or SBAT studies in 2014

School Type No. VET No. SBAT No. both SBAT & VET




TOTAL 92 9 11

Table 6 shows that a total of 112 Exit Students undertook Vocational Education and Training (VET) or

School-Based Apprenticeship or Traineeship (SBAT) studies. Students who complete all or part of a VET

qualification may receive credit towards satisfactory completion of their VCE and/or VCAL. Recognition

can be achieved through:

• enrolment in a VCAA-approved VCE VET program, or a school-based or part-time apprenticeship or

traineeship

• enrolment in any other nationally recognized qualification at certificate II level

School Type VCAL VCAL/

ABLES

ABLES ABLES &

Other

SPECS Applied

Learning

ASDAN AUSVELS

amended

Year 10 Other Not

Given

Special Schools 88 0 0 0 0 10 0 0 3 2 2

Specialist &

Autism Schools

30 1 10 4 10 0 2 0 0 8 5

Special

Development

Schools

0 0 20 0 0 0 0 4 0 1 0

TOTALS 118 1 30 4 10 10 2 4 3 11 7


A School-Based Apprenticeship or Traineeship (SBAT) is an apprenticeship or traineeship undertaken by

a student enrolled in a senior secondary program (VCE or VCAL), with at least one day per week

timetabled to be spent on the job or in training during the normal school week.

An SBAT combines:

• Part-time, practical experience in the workplace

• Recognised, structured training with a Registered Training Organisation.

92 students undertook VET studies, 9 students undertook SBAT studies and a further 11 students

undertook a combination of both VET and SBAT. Students undertaking these studies were from Special

Schools and Specialist and Autism Schools. It is noted that there are fewer students undertaking VET

studies than there are students undertaking VCAL studies. It is recognised that undertaking a

combination of VCAL and VET could increase a student’s chance to successfully transition to of

employment. This data also reveals that there are 11 students doing a combination of SBAT and VET.

This appears to be a very high number of SBATs which raises the question as to whether all of the

students are actually doing the full training program.

The data reports on 92 students enrolled in VET programs. However it appears that full Certificate I and

II’s are not being completed as 48 of students are transitioning to Certificate I courses post school. One

of the considerations for schools is to increase the number of students undertaking VET and SBAT

programs.

There is an opportunity to expand the VET offering by becoming involved in the VET clusters across the

North and West Region of Melbourne.


Table 7 Industry/Area of Study in VET & SABAT undertaken in 2014

VET Studies No. students Horticulture 35

Hospitality 15

Furniture 10

Media 10

Printing & Graphic Arts 9

Warehousing 8

Sport & Recreation 8

Furnishing 7

Fashion 4

Hair & Beauty 4

Auto, engineering 4

Integrated Chronic Disease Management 2

Retail 2

Horse Handling 1

Building & Construction 1

SBAT Studies No. students

Food Processing 15

Hospitality 2

Warehousing 2

Table 7 shows a wide range of VET studies undertaken between the various schools. The highest number

of students (35) undertook studies in Horticulture whilst a further 15 undertook Hospitality, 10 students

undertook Furniture and 10 students undertook Media studies. Printing and Graphic Arts, Warehousing

Sport and Recreation, and Furnishing were also well represented.

The majority of SBAT studies (15) were in Food Processing which is undertaken in a group setting whilst

students also undertook studies in Hospitality (2) and Warehousing (2). Schools need to determine

whether they are giving students access to areas of study that might lead to jobs. Further consideration

also needs to be given to the criteria being used to choose these group settings to determine whether

the choice is focused on the needs of the students rather than the convenience of the school.


All of the students enrolled in the schools participating in this study are classified as having Intellectual

Disability (ID), some students may have additional disabilities. Table 8 shows the Type of Disability that

schools have identified for exit students. There is a wide range of types identified with the largest

number of students identified as being on the Autism Spectrum. Schools are posed with the challenge

of tailoring their transition to meet the needs of a broad range of student disabilities.

Table 8 Type of Disability of Exit Students

Table 9 Exit Destinations 2014 EAL Students

Table 9 shows exit destinations for students identified as EAL. It can be seen that no students have gone

directly into employment. 8 students have moved to Day Services/Support. 4 students have undertaken

Disability No. students Disability No. students

Autism Spectrum 39 Physical 2

Multiple disabilities 7 Sight 2

Down Syndrome 4 ADHD 1

Acquired brain injury 2 Anxiety 1

Cerebral Palsy 4 Degenerate 1

Chromosomal Disorder 2 Fragile X 1

Developmental 2 Klinefelters Syndrome 1

Epilepsy 2 Mute 1

Hearing 5 Rett Syndrome 1

Placement No. students Placement No. students

Job Support 4 Glenroy Secondary College 1

Broadmeadows Disability

Services F/T

3 HiCity employment 1

Kangan TAFE: Cert.1 Transition

Education

3 “Individual support package” P/T 1

Wesley Employment Service 3 Melb. Polytechnic Cert. 1 Work

Ed.

1

ACFE Melbourne City Mission:

Bridges

2 Overseas 1

Matchworks 2 Plenty Valley Community Health

P/T

1

ABLE North Reservoir F/T 1 RMIT Cert. 1 Work

Ed./Matchworks

1

Annecto F/T 1 VU TAFE Bricklaying 1

Autism Plus F/T 1 YMCA Footscray 1

First Base, Pascoe Vale F/T 1


TAFE/RTO programs, 2 students have moved to Transition to Employment programs, 1 student to a

disability employment service. There was 1 student who was overseas, 1 who transitioned to an

individual program and 1 student who moved to a secondary college. An ongoing challenge to schools is

to provide the additional support that might be needed to EAL students and their families in the

transition process.

Table 10 Destinations 2014 ATSI Students

Table 10 shows destinations for ATSI students. No students moved directly into employment, with one

student undertaking transition to work activities, one student attending a Day Service and one student

undertaking home duties. There is one student where the destination is unknown. An area for

consideration by schools is the additional support is given to ATSI students and families in the transition

process.

Table 11 Destinations of Exit Students on the Autism Spectrum (39 students 34 males, 5 females)

No. Students Destination

1 Home duties/childcare

1 Interact Day Service P/T

1 Northstar PEAC

1 Unknown

No.

students

Placement No.

Students

Placement

4 Inclusion Melbourne Discovery

Program

1 Annecto F/T

3 Mambourin F/T 1 Annecto, David House Day Service F/T

2 Broadmeadows Disability Services

F/T

1 Autism Plus (0.6), Hume Arts (0.2), Inclusion

Melbourne (0.2)

2 Kangan TAFE: Cert. 1 Transition Ed. 1 Autism Plus F/T

2 Mambourin/ADE 1 Carinya Day Centre, Coburg F/T

2 RMIT Cert. 1 Work Ed.; Matchworks 1 Distinctive Options, Sunbury

2 Unemployed 1 Interact Day Service P/T

2 VU TAFE Cert. 1 Work Ed. 1 Job Support TTE

2 Wesley Employment Services 1 Melbourne Polytechnic: Cert. 1 Transition

Ed.

2 YMCA Rec. West F/T 1 Milparinka Day Service

1 ‘Including You’ Program 1 Northstar PEAC

1 ACFE Melbourne City Mission Bridges 1 Plenty Valley Disability Services - Farm

Lagano F/T

1 Annecto (0.6) 1 Scope Highpoint Industries


Table 11 shows the destinations for 39 students identified as being on the Autism Spectrum. No

students have gone directly into employment. Seven students have gone on to further study in Work

Education/Transition courses, whilst 26 students are attending Day service/Support. Four students have

undertaken Transition to Employment Programs and two students are unemployed. Two students are

undertaking further study through a Transition to Employment program. A challenge to schools is to

move more of these students into vocational pathways.

Table 12 Destinations TAFE/RTO of 2014 All Exit Students

Table 12 shows that 59 of 2014 Exit students have transitioned to 12 different TAFE/RTO. Registered

Trade Organisations (RTOs) are providers registered to deliver vocational education and training (VET)

services. RTOs are recognised as providers of quality-assured and nationally recognised training and

qualifications. RTO’s deliver nationally recognised courses and accredited Australian Qualifications

Framework (AQF) VET qualifications.

The most subscribed destination courses all Work Education/Transition courses with a total of 54

students undertaking these studies. Only four students undertook courses which led to a vocational

pathway. An ongoing challenge is to track what happens to students after they leave these post school

options.

TAFE/RTO No.

VU TAFE Cert. I Work Ed. 16

Kangan TAFE Cert. I Transition Ed. 13

Melbourne Polytechnic Cert. I Work Ed. 9

VU TAFE Cert. I Transition Ed. 6

Latrobe Lifeskills RTO 4

RMIT TAFE Cert. I Work Ed. 3

Works4Me/Djerriwarrh 3

Kangan TAFE Cert. 1 Auto 1

Melbourne Polytechnic Cert. II Bakery Assistant 1

Melbourne Polytechnic Cert. II Computer 1

VU TAFE Building & Const. pre-app. 1

VU TAFE Cert. bricklaying 1

TOTAL 59


Table 13 Destinations Transition to Employment 2014 All Exit Students

Table 13 shows that a total of 48 students transitioned to four different Transition to Employment

Programs. Transition to Employment is a funded program which is supported by the Department of

Health and Human Services (DHHS). It is specifically designed to support young people with disabilities

who want to get employment but who require the support to develop the skills to get or keep a job, or

receive help from an Australian Government employment program. Applications for the TTE program

are required to be submitted by the school in consultation with the student and parents to the DHHS.

This occurs whilst the student is engaged in their last year of schooling.

Table 14 Destination Employment 2014 All Exit Students

Table 14 shows that only 5 students have transitioned directly to employment after leaving school. An

ongoing challenge to schools is to improve the effectiveness of their career and transition programs so

that more students move directly into employment.

Transition to Employment No.

Wesley Mission - TTE 19

JobSupport TTE 17

Northern Star PEAC 12

TOTAL 48

Employment No.

Horse handling; market; hairdressing; window cleaning 4

Auto apprenticeship (GTO) 1

TOTAL 5


Table 15 Destinations Day Service/Support 2014 All Exit Students

Table 15 shows that a total of 65 students transitioned to 27 different day Services/Supports. Once

again, an ongoing challenge to schools is to move more of these students into vocational pathways.

Day Service/Support No.

Mambourin 10

Inclusion Melbourne P/T 8

Broadmeadows Disability Services 7

Melbourne City Mission – Bridges 4

Annecto F/T 3

Araluen P/T 3

Northern Support Services 3

YMCA RecWest 3

Autism Plus F/T 2

HiCity 2

Merrimu 2

Milparinka 2

Whittlesea Adult Training & Support Services 2

ABLE Australia, Nth. Reservoir 1

Annecto P/T 1

Annecto, David House, Yarraville F/T 1

Arts Project Northcote 1

Carinya Coburg Day Centre F/T 1

CERES Day Service 1

CREATE, Geelong 1

Distinctive Options, Sunbury 1

First Base, Pascoe Vale 1

ONEMDA P/T 1

Plenty Valley Community Health P/T 1

Plenty Valley Disability Services, Day Service, Farm Lagano F/T 1

Scope – Day Service, Coburg 1

YMCA RecWest (0.8), “Art life” Footscray Arts Centre (0.2) 1

TOTAL 65


Table 16 Destinations Disability Employment Service 2014 All Exit Students

Disability Employment Service No.

• Matchworks 13

• Deaf Children ‘Sing for Australia’ 1

• Interact 1

TOTAL 15

Table 16 shows that a total of 15 students transitioned to three different Disability Employment

Services. Disability Employment Services (DES) provides specialist help for people with disability, injury,

or health condition who require support to find and maintain sustainable employment. The assistance

DES provides to job seekers includes:

• Preparing for work, including training in specific job skills

• Job search support, such as resume development, interview skills, training and help to look for

suitable jobs

• Support when initially placed into a job, including on the job training and co-worker and employer

supports

• Ongoing support in a job

• Purchase of vocational training and other employment related assistance

• Assessment to help for the employer, such as workplace modifications

The most heavily subscribed service was Matchworks which was the destination for 13 students. A

challenge for schools is to increase the number of students accessing these services.

Table 17 Destinations Australian Disability Enterprise (ADE) 2014 All Exit Students

Australian Disability Enterprise (ADE) No.

Brunswick Employment Agency 1

Mambourin STEPs/ADE 3

Scope Highpoint Industries 1

TOTAL 5

Table 17 shows that a total of five students transitioned to three different Australian Disability

Enterprise Programs. Australian Disability Enterprises (ADEs) are generally not for profit organisations

providing supported employment opportunities to people with disability. ADEs provide a wide range of

employment opportunities and they operate within a commercial context. An ADE enables people with

disability to engage in a wide variety of work tasks and to experience similar working conditions as other

employers.


Mambourin STEP/ADE was the destination for three of the exit students, with two other students exiting

to two different agencies. Again, an ongoing challenge to schools is to increase the number of students

accessing these services.

Table 18 Destinations Other 2014 All Exit Students

Table 18 shows that a total of 20 students with destinations in the “Other” category. These destinations

include four students who are unemployed, 6 students who have transferred to other schools, 5

students whose destination is unknown, 2 students who are overseas, 2 students on individual programs

and one student who is undertaking home duties/child care. Schools need to pay close attention to what

can be done to reduce the number of students in this category and also the ongoing support is given to

these students.

Table 19 Enrolment nos. in 2015

Table 19 shows the number of students enrolled in Term 2 2015 who were aged sixteen years or more

at February 1, 2015. It can be seen that there were a total of 306 students enrolled in Year 10, 276

Other No.

School transfers 6

Unknown 5

Unemployed 4

Overseas 2

Individual program incl. “Including You” 1

Indiv. Program P/T 1

Home Duties/childcare 1

TOTAL 20

School Type No. students

enrolled in Year 10

No. students enrolled

in VCAL

No. students enrolled

in ABLES or other

course


Specialist & Autism

Schools

79 99 137

SDS 93 0 147

TOTAL 306 276 367


students enrolled in VCAL and 367 students enrolled in ABLES or other courses. This data will be

important in the planning for future data collection exercises.

Summary of Findings

General

• There was a total of 198 students who exited from the participating schools in 2014. Of these, 130

were male and 68 were female. The majority of exiting students (53%) were from Special Schools

whilst 34% were from Specialist and Autism Schools and 13% of students were from Special

Development Schools.

• The 2014 student exit data reflects that a total of 30% of students transitioned to Day

Services/Supports and 27% have transitioned to TAFE/RTOs. 22% of students have moved to

Transition to Employment Programs. A total of 10% of students transitioned to destinations in the

“Other” category. A total of 7% of students transitioned to Disability Employment Services. Only 2%

of students have transitioned directly to employment after leaving school and 2% of students

transitioned to Australian Disability Enterprise Programs.

• Of the 198 exiting students, only 2% were identified by schools as being ATSI and 15% of students

were identified as being EAL.

• The large majority (84%) of exit students left at the end of Year 12, whilst only 2% exited at Year 11

and 1.5% at Year 10. A further 10% of students were classified by schools as ungraded and for 2% of

students, the year level was not specified.

• There is a wide range of Disability types identified with the largest number of students identified as

being on the Autism Spectrum.

School Programs 2014

• Examination of programs undertaken by exit Students in 2014 reveals that the majority (60%) of

students undertook VCAL programs with a further 17% undertaking ABLES.

• A total of 57% of Exit Students undertook VET or SBAT studies. 46% of students undertook VET

studies, 5% of students undertook SBAT studies and a further 6% of students undertook a

combination of both VET and SBAT. Students undertaking these studies were from Special Schools

and Specialist and Autism Schools.

• There is a wide range of VET studies undertaken between the various schools. The highest number

of students (35) undertook studies in Horticulture whilst a further 15 undertook Hospitality, 10

students undertook Furniture and 10 students undertook Media studies. Printing and Graphic Arts,

Warehousing Sport and Recreation, and Furnishing were also well represented. The majority of

SBAT studies were in Food Processing whilst students also undertook studies in Hospitality

(2students) and Warehousing (2 students).

Exit Destinations - ATSI and EAL and Autism Spectrum Students

• For students identified as EAL, that no students have gone directly into employment. 8 EAL students

have moved to Day Services/Support. 4 students have undertaken TAFE/RTO programs, 2 students

have moved to Transition to Employment programs, 1 student to a disability employment service.


There was 1 student who was overseas, 1 who transitioned to an individual program and 1 student

who moved to a secondary college.

• For students identified as ATSI, no students went directly into employment, with one student

undertaking transition to work activities, one student attending a Day Service and one student

undertaking home duties. There is one student where the destination is unknown.

• Analysis of the destinations for students identified as being on the Autism Spectrum, shows that no

students have gone directly into employment. Seven students have gone on to further study, whilst

26 students are attending Day service/Support. Four students have undertaken Transition to

Employment Programs and two students are unemployed. Two students are undertaking further

study through a Transition to Employment Program.

Current Enrollments 2015

• There will be large number of students moving into the senior school years in 2015/6 with 276

students enrolled in VCAL, 367 students enrolled in ABLES or other courses. It is projected that there

could be 306 students in their final year based on the examination of the number of students

enrolled in Term 2 2015 who were aged sixteen years or more at February, 2015. It should be noted

that this number for will vary based on early school leavers and transition in and out of the school.

The data reflected the following for the coming years:

o 306 students enrolled in Year 10

o 276 students enrolled in VCAL and

o 367 students enrolled in ABLES or other courses


6.6.6.6. Improving the Transition Process in SchoolsImproving the Transition Process in SchoolsImproving the Transition Process in SchoolsImproving the Transition Process in Schools

The strategies adopted by schools in providing effective transition experiences for young people and

their families should to be grounded in the recognition of the need to implement a rigorous and

sustainable improvement process. The key to success of the schools lies in recognition and

understanding that this process demands a strategic evidence-based approach to address identified

broad issues.

The following model for effective transition has been developed through recognition of the local context

and incorporates some of the processes presented in of Kohler’s (1996) taxonomy.

Key Questions for Schools to consider in planning for Improvement of the transition process

Strategic Approach

• What challenges have been identified, that if successfully addressed will improve student transition

in this school?

• What will block and drive our progress towards improved transition?

• How will this work contribute to the priorities and outcomes listed in the Strategic Plan/ Annual

Implementation Plan?

• Who are the key players and stakeholders?

Effective Transition

Strategic Approach

Leadership

Building Capacity

Student and Family

Engagement

Support for Individual

Families and Students

Community Links and

Partnerships


• How will progress be documented?

• What is our timeline?

• What current information and data do we have available?

• What new data sets can we create?

• What is our data telling us about our whole cohort as well as individual students?

• Can we use our data to identify students who are more at risk?

• What transition documentation exists and how is it used? What messages and information

are/should be given to the community?

• Do we have workable Transition Policy documents which include clear statements of school ethos

and values, expectations and roles

Leadership

• How do we promote a high community expectations for students?

• Is there clear definition of roles to support the transition process?

• Are transition roles given appropriate structural and resourcing support?

• When focusing on improving transition, who will be on the improvement team? How will the

improvement team operate? When will they meet? Who will be consulted and how?

Building Capacity

• Do we promote transition through regular discussion and activities in staff meetings?

• What sort of professional learning opportunities could we plan for our staff?

• Have we established shared understandings effective transition and appropriate improvement

strategies?

• Do we have structures and processes in place for the sharing of good practice examples?

• Do we provide sessions for parents to build their capacity for active participation in the transition

process?

• Is there discussion of transition strategies in staff performance meetings?

• Do we promote training sessions for data entry and management personnel?

• Are personnel in key roles suitably qualified?

• Is there sufficient allocation of resources to the transition program?

Student and Family Engagement

• What student learning and student wellbeing programs are we currently focusing on that will

improve student transition?

• Does the learning program include instruction for:

o Life skills.

o Employment skills

o Career and vocational education

o Structured work experience?

• Is there a clear focus on student self-determination?


• Are student assessments used to inform program development and implementation?

• Are parents participating in:

o Program development

o Student assessment

o Feedback regarding the program

o Classroom activities?

Support for individual Families and Students

• Is there a process for identifying individual family needs?

• Is there a family support network available?

• Is detailed transition material made available to families?

• Do we use inclusive practices?

• Do we include individual students’ families in decision making?

• Do we involve individual students in the decision making process?

• Do we document student interests and preferences?

• Are career counselling services provided to the student?

Community and Industry Links and Partnerships

• Which community and industry groups do we currently engage with?

• Do we have regular and clear communication between the school and community and industry

groups and agencies?

• Do we have formal agreements about roles and procedures?

• Are there clear protocols and processes for transfer of student and family information between

groups?

• Are there adequate resources allocated to support collaborative planning and consultation?


7.7.7.7. ConclusionConclusionConclusionConclusion

The specialist schools across the North West Melbourne region are working toward improving

opportunities for students to transition to positive vocational work directed destinations. This is evident

in the number of student enrollments in VCAL and VET programs during this critical time in their lives

which is a positive way forward.

The findings from this project have established a benchmark for the North West Melbourne region and

the opportunity for individual schools to reflect on programs as part of their school improvement

agenda. Areas for this focus include:

• The incorporation of more education to employment programs as 49% of students transitioned into

a post school service that provides skill development to move into open employment. There were

118 students undertaking VCAL which is an applied learning, vocational program that aims to

develop work related skills. However it appears that 54 of the 118 had a destination undertaking a

Certificate I program post school.

• The number of students enrolled in VET reflected a smaller number than those enrolled in VCAL.

A review of the completion rates of Certificate I and II is required.

• Ways of increasing the number of students aspiring to move directly into employment. There is a

significantly small proportion of exiting students moving into post-school employment.

• Consideration to transition policy and procedures given that the projected student numbers show

there will be an increase in transitioning students over the next few years.

Although there has been limited Australian research conducted into the post school destinations of

young people with disability, this data collection project provides an excellent frameworks and good

practice examples to guide schools in this important work.


8.8.8.8. RecommendationsRecommendationsRecommendationsRecommendations

The following recommendations are made for schools:

STRATEGIC APPROACH

1. A whole school strategic approach to improve the VCAL and VET delivery and access to SBAT’s

2. School leadership to promote a culture of high expectations for students participating in the

workforce through focusing on improving work experience programs which create more options

for employment

3. Leadership to work in partnership with the services supporting students, to ensure that

transition improvement is a key focus in the School Strategic Plan

CAPACITY BUILDING

4. Build the capacity of staff by regular participation in professional learning focused on effective

transition for students

5. Schools to utilise available models to develop a framework for an effective transitions program

6. Create further opportunities for effective parent and student engagement in the transition

process

DATA COLLECTION

7. Develop protocols, timelines and tools to support effective and timely annual collection of

destination data

8. Utilise data for future planning around transition, policy and procedures

9. Review student completion rates of VET and VCAL programs to maximize possible employment

outcomes


9.9.9.9. Appendix Appendix Appendix Appendix North West LLEN Community Transition Support: Destinations Data for 2014 Exits

School (and Type): _________________________________________________________________________________________________

Principal Name: _______________________________________Career and Transition Practitioner:________________________________

Student Information

1) Please complete the following table.

• Please indicate the type of student disability (eg. ID, Autism, Down Syndrome, others), their gender, post code of residence and the year

level they completed before exiting the school in 2014.

• Please indicate if the student identifies as Aboriginal or Torres Strait Islander.

• Please indicate if the student is from an EAL background (student or at least one parent does not speak English at home).

• Please indicate if the students were doing Year 10, VCAL, ABLES or other at the time of their exit.

• Please indicate if the students were undertaking any VET programs or SBAT’s and in which industry area.

Destination Data

2) We have highlighted the various post school options and numbered them below. With initial destination, please list one of the

following options:

1. Further Education

Name of institution or Registered Training Organisation, and then include the Course name & level eg. VU TAFE Cert. III Justice

2. Employment

Give Casual, P/T or F/T and employment type eg. P/T employment – retail

3. Day Service

Provide the Day service and type if relevant - F/T, YMCA RecWest

4. Split transition services

Give Service Types e.g. 2 days of day service + 1 day casual employment - hospitality

5. Unemployed

6. Other eg. Ill health


Student Information and Destination Data Survey – 2014 Cohort (aged 16 years or more that is, born before 1 Jan. 1999)

Name

Aboriginal or

Torres Strait

Islander

EAL

Type

of

Disability

Gender Current

Postcode

Year

Level

2014

Year 10,

VCAL, ABLES

or Other

VET or

SBAT

Program

Industry of

Study

Initial Destination

1 Eg. Jane

Citizen No Yes ID,

Autism

F 3058 12 VCAL VET Hospitality VU TAFE Cert. 1

Work Education

2

3

4

5

6

7

8

9

10

11

12

13

14

3. What is the total number of students (aged 16 years or more) who exited from your school in 2014? ___________


4. Did any of the exiting students go to another school or not complete the year?

If yes, please indicate where they went or why they did not complete the year at school?

Name New school Reason for transfer (eg. change of residence)

5. Please indicate below the current enrolment numbers of students in senior school or who are aged 16+ (born before 1 Jan. 2000) as of the 1st

February 2015?

Total number of students enrolled in Year 10

(2015)

Total number of student enrolled in VCAL

(2015)

Total number of students enrolled in ABLES/other

(2015)


10.10.10.10. ReferencesReferencesReferencesReferences

Australian Bureau of Statistics 2012, Disability and work report 2012, Australia, April 2012, Australian

Bureau of Statistics, viewed 5 September 2015,

<www.abs.gov.au/AUSSTATS/[email protected]/Lookup/4102.0Main+Features40March+Quarter+2012>.

Australian Bureau of Statistics 2012, Disability, ageing and carers, Australia: Summary of Findings,

Australia, November 2013, Australian Bureau of Statistics, viewed 5 September 2015,

<www.abs.gov.au/ausstats/[email protected]/mf/4430.0>.

Centre for Developmental Health Victoria n.d., Intellectual Disability, Monash University, viewed 4 September

2015, <www.cddh.monash.org/assets/documents/intellectual-disability.

Department of Education and Early Childhood Development (Victoria) 2012, Towards Victoria as a

Learning Community, viewed 6 September 2015, <http://apo.org.au/research/towards-victoria-

learning-community>.

Kohler, PD 1996 ‘A taxonomy for transition programming: Linking research and practice’, Champaign:

Transition Research Institute, University of Illinois.

Kohler, PD & Field, S 2003, ‘Transition-focused education: Foundation for the future’, The Journal of

Special Education, vol. 37, no. 3, pp. 174-183.

Meadows, D 2009, ‘Where have all our students gone? School to post-school transition in Australia’,

Australasian Journal of Special Education, vol. 33, no. 2, pp 87-108.

Meadows, D 2012, ’Post school transition for students with a disability’, The Association for Childhood

Language and Related Disorders, viewed 5 September 2015, <www.childassoc.org.au/post-

school-transition-for-students-with-a-disability/>.

Wakefield, M & Waugh, F 2014, Transitions to Employment of Australian Young People with Disability

and the Ticket to Work Initiative, viewed 4 September 2015,

<http://www.tickettowork.org.au/research/transitions-employment-australian-young-people-

disability-ticket-work-initiative/>.

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