The future is not some place we are going, but one we create. The paths are not found, but made. And the activity of making them changes both the maker and the destination.
John Schaar
Outline of MSSD Project Corpus Christi Catholic High School (CHS) is a co-educational school situated in the growth area of Shellharbour, south of Wollongong. It has an enrolment of about 860 students and offers a mainstream, inclusive learning environment. Corpus Christi CHS aimed to develop a whole school approach to transition to post school options for students identified as having additional needs, by developing targeted programs, systems and procedures for Stages 4, 5 and 6. The project required and enabled collaboration between staff with expertise in special education, and careers and vocational education.
What were the MSSD Project Results? Thirty eight students from Years 8, 9, 10, 11 and 12 have thus far received additional support to assist with transition to post school options. Parents have been included in this process. All Year 12 2012 students who were targeted for extra support are in employment or further training in 2013. One student gained an apprenticeship, one student is in fulltime employment, two students are attending TAFE, and one student is in an Ageing Disability Home Care funded post school program. New procedures, activities and events have been prioritised in the school calendar. These enable parents and students who are targeted to discuss subject choices and career options, in a relaxed environment, with school staff, TAFE personnel and Post School Service Providers.
Bringing about Change Achievements Corpus Christi CHS has built a successful Transition to Post School Program which is making a difference for
students and their parents.
Current Stage 6 students who have been identified as having additional learning needs are now enrolled in patterns of study which complement and enhance their individual strengths and interests.
Group meetings with parents and students at key transition points, moving from Stage 4 to 5, Stage 5 to 6 and Stage 6 to beyond, are occurring. These meetings are welcoming, informal, and unhurried. They provide students and parents with information presented by representatives from the school and wider community. This is followed by individual conversations with parents and students.
School Case Study—Transition Corpus Christi Catholic High School, Oak Flats (CCCHS)
Key staff at Corpus Christi CHS identified gaps in support and preparation for students with additional needs to transition successfully from school to post school options. The Transition Project began with collaborative planning days to pool knowledge and expertise and develop a strategy for approach and implementation. A plan of action and timeline were formulated. Key staff engaged in professional learning which extended their knowledge of post school options for students with diverse learning needs. Early identification and intervention were addressed in improved processes for transition from Stage 3 (Primary school) to Stage 4. All students with additional learning needs were targeted, Irrespective of their funding status. Opportunities for collaborative discussion and information sharing with students and their parents were prioritised.
Overcoming the challenges Leadership support was vital to the success of the project and its ongoing sustainability. The Federal Government’s MSSD funding provided the resources required for key staff to meet and plan, and initiate their actions.
Changes in school personnel and positions are inevitable and the framework developed assists Corpus Christi Catholic High School to not only sustain this over the long term, but build the capacity of more members of staff in this area.
Disability Discrimination Act 1992 requirements and school demographic realities required a broad inclusive process of identifying students in need of support, incorporating students with disabilities, literacy and numeracy difficulties, communication disorders and behavior problems.
Benefits of the programs
For more information
“Students and their families
now feel empowered to pursue work and study options. Students are armed with information and contacts, and understand their passions and goals” Careers Coordinator
“I loved the information afternoon tea. It was very helpful. I have cho-sen my subjects for Year 11 and Mum was happy with my choices” Year 10 student
For more information regarding this MSSD Project please contact –
Jane Thomas Education Officer – Transition and Mental Health, Diocese of Wollongong - [email protected]
Partnerships Students and their parents/carers are now engaged in close and effective partnerships with Corpus Christi CHS staff, focusing on transition goals and needs.
Learning Advisors and the wider staff community are now more engaged in the process of transition for students with additional needs.
Relationships have been developed with Post School Service Providers such as Essential Personnel, and TAFE Teacher Consultants.
Catholic Education Office personnel assist with development of partnerships and provide professional development opportunities in the area of post school transition.
Community organisations, including creative arts groups and the Disability Trust, have provided support.
Relationships with feeder Primary schools have been developed and enhanced.
Students who benefit from assistance in the process of transition have been identified and supported. Inclusion does not rely on external assessment, rather level of need demonstrated at school. This has enhanced and complemented current practices of Individual Planning and early identification. Ascertaining students’ passions and channeling them into related patterns of study has increased student engagement.
Students and parents who have been assisted through the project have expressed gratitude and appreciation to school staff. Preparation, time and information have decreased anxiety and confusion for students and their parents, and increased their sense of connectedness to the school. Parents and students have been empowered to pursue post-school work and study goals.
School links with wider community services and organisations have been extended and developed.
September 2013
