1. Transition Support Program Primary to Secondary School Brenda Carmen – Coordinator Western Education Service Louise Waycott - Education Support Worker, Rock Up

2. Rock Up Transition Support Program 1 – Provide you with a snapshot of our journey so far Who, What, Why and How! 2- Inspire you with a relevant and valuable model to support ‘at risk’ young people through transition 3- Demonstrate the power and importance of collaborative practice between the education and community sectors

3. Who? Background MFS- WES was provided with a philanthropic trust donation from the Families in Distress Foundation. Criteria for use: Benefits local community serviced by MFS Focus on Education – especially maintaining young people at risk of disengaging from formal education. MFS wanted a program: Which built upon previous/current practice models That was innovative/responded to an identified need Strengthened existing relationships with local schools Provided direct service delivery/informed best practice in the education and community sector

4. What? Our AIMs What would it take to support young people ‘at risk’ in transition from primary to secondary school? Students/Families- Direct Service provision to: support transition to secondary school enhance the wellbeing of program participants Psychological def’n “wellbeing as the prevalence of positive attributes” Fraillon, 2004, p.16 Schools and Agency Networks MFS Western Education Service The Welfare/Education Sector

5. Why? Our experience (and research) told us: Transition to secondary school can be difficult Schools/Education Departments identified transition as an important stage of education As a service we received a number of referrals (yr levels 5-8) Attendance, Academic, Social, Emotional and Behavioural factors are major indicators of success/risk Early Intervention Teachers identify students as at risk of future disengagement Community agency has out reach capacity- we can travel! Energise a better connection now! Much harder to re-engage disengaged students later

6. How? Methodology Participatory Action Research Document cycles: Plan – Act – Observe –Reflect (repeat) Participants Referred by primary schools in the Network group Stage one – 13 students in years 5/6 Stage two – 21 students in year 6 3 Models of Service Group approach/ Individual approach / Combination Evaluation Quantitative and Qualitative (students, parents/carer, teachers) 3 wave approach Ongoing anecdotal evidence/feedback

7. 1. Rock Up Ready Group 6 week primary school based program (2 hrs pw) Pre/post interviews with students, parent or carer and teachers. Activities reflect whole school philosophy and respond to individual goals (id. in data forms). Organisational Skills Communicatio n Skills Working with Others Developing Independence Problem Solving Skills Goal Setting Confidence

8. 2. Rock Up Individual Work closely with students, their family and school Regular 1-2 hour education sessions/ meetings continuing into secondary school Identify areas of need, set individual goals (IEP), personal program developed in response (academic, social, emotional behavioural, attendance) Provide advocacy and referral to services 3. Group/Individual Combination 4 students who participated in each group were offered ongoing individual service as described above.

9. Feedback Students Parents / Caregivers Reported feeling more confident, higher self esteem More positive about going to year 7 Able to speak up and participate in class, to try! Better friendships Could articulate key ideas and strategies they learnt from the program Would recommend it to others Very appreciative of additional assistance Found it helpful CALD families were especially grateful for clarification, advocacy regarding education system Flexibility and individual focus were important features Brokerage support Would have liked it to continue

10. Teacher/School Laurel Kinross - Yr 6 Team Leader Ascot Vale West Primary School

11. Discussion Overall qualitative feedback was very positive Individual’s achieved goals (some with significant improvement in identified areas) Collated data (round 1) showed improved results in all areas (significant peaks during the program) Best approach… Limitations Limited sample size (due to direct service ability) So many variables (teachers, individual circumstances) Data collection tool/process had its own limitations No control data for comparison (affect of transition)

12. Future Directions Complete round 2 analysis and reflection Develop round 3 Conversations with Regional CEO and DEECD Continue to raise the wellbeing of students during transition as an agenda item regionally and beyond Share our journey far and wide and hope it reaches other services and students.

13. Rock Up Transition Support Program Thank you for sharing our journey today louise.waycott@mackillop.org.au I hope you have been inspired to support ‘at risk’ young people through transition to secondary school We all know the power and importance of collaborative practice