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the staff, pathways team,allied health connectedness

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the staff, pathways team,allied health connectedness

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The cohorts every year

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Careers nights
Reunion
The progress of our students

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Reunion

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Presence of the Compass system to disseminate information or updates regarding post school options.

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Career Night

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Post School Expo

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not enough outlets
regulations around work experience
stigma around children with additional needs
financial barriers
problems with employers needing to have support when employing students from a specialist school

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Pathways is well organised and led, teachers and leader have the best interests of the students in mind. It adapts yearly to support that cohort of students. Continually improving.

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Seeing their graduated peers engaged in their transition opportunity - real world results

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Seeing their graduated peers engaged in their transition opportunity - real world results

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Allied Health presence and support in every classroom

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The lunch orders

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I wonder if the school leaver cohort size per year affected the number of respondents for the survey.

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The Shrivering Chicken Cafe

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Social supports for students (cost of living ie.travel)
Fear of the unknown for students.
Might not be enough supports for our high care students.
Too much choice in terms of group

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Support for transition begins in year 10 throughout the pathways program

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Support for transition begins in year 10 throughout the pathways program

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I wonder if the low amount of respondents affects the credibility and validity of the results of the survey.

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Supports compared to mainstream secondary school is extensive

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Supports compared to mainstream secondary school is extensive

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Personal issues and personal struggles within the family

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we are in a growth corridor and there is a lot of local resources to focus on our students, and having capable and committed staff who value the contribution of the teams within the school, strongly maintain partnerships between school and community, developing resources for the students and families, the teachers knowing the students and confidence in having that confidence to begin that conversations, dress up as your future self, to help students aspire.

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we are in a growth corridor and there is a lot of local resources to focus on our students, and having capable and committed staff who value the contribution of the teams within the school, strongly maintain partnerships between school and community, developing resources for the students and families, the teachers knowing the students and confidence in having that confidence to begin that conversations, dress up as your future self, to help students aspire.

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Survey circumstances may have been limiting for families with language barriers or disabilities.

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All students are given the opportunity for a pathway and supports

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All students are given the opportunity for a pathway and supports

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connecting the students with skills that will enable them to access employment (TAFE Gippsland, Kye Wraight, other TAFE)

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Survey methods may not have been fully inclusive

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Having specialised and dedicated staff in pathways to support our students
knowing that there are many companies and supports making themselves available

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Not a lot of parents participated

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Wellbeing team being able to support students.

Pathways conversations start earlier. Starts year 11. Process starts earlier, they are also chased up to ensure success.

Holding the graduates reunion, able to see success in the graduates.

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Number of people taking part in the survey

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Presence of external barriers such as language, transportation, finances, etc.

P.S Travel knowledge or practise may have been impacted during COVID.

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Access to community

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Parental ability or perspective on acquiring these services.

If parents had their own personal struggles.

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Covid

The number of people completing the survey. The results may be different with all parents participating.

Family understanding through language barriers or vocabulary knowledge.

No access to technology.

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Specialist particularly the Kitchen - FEAST

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Negative family attitudes towards services or child

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Student voice and agency; giving students more autonomy to choose their paths

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COVID impact - the amount of people who took part in the survey.

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More open employment support opportunities

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More open employment support opportunities

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School building networks or relationships with the local communities.

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Adapting post-school options to the needs of the student

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Adapting post-school options to the needs of the student

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We have people in the right spaces to support like Susan

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School publications such as newsletters.

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majority of students found success in post school choices

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Wonder what each individual category is.
What the follow up process for disengaged students is.
Why so many of our students choose SLES programs
Why was there a higher percentage going into group in 2022 as opposed to prior years
Is the post school programs reflective of our graduate co-hort?
Will our final years teaching need to adapt to fit the possible post school options of our student

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Organising expos which allow families to be informed of their possible choices.

Creates awareness in families that may be looking for such services.

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The expo has given more opportunity and information.

Parents are more confident in their child and able to try a wider range of options.

Graduates currently engaged with a service possibly connect future students in the service.

Pathways cohorts are increasing to engage students in a post school option.

Preparing students with life skills in secondary are preparing the students for the post school options.

Transitions have become smoother in allowing to change the option chosen, particularly if the student finds it doesn't suit them.

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Shows significant of dedication has been put into the pathways and post school programs

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In 2019, I wonder if there are only 12 students as there were 12 respondents/
What percentage of students are accessing other types of services outside of what we are providing at school?
What we are providing at school as a stepping stone itno their workplace?

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Continuing connection to the school and services after leaving school

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Continuing connection to the school and services after leaving school

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diverse range of utilities that students can utilise

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The school has a Social Worker that closely works with these school leavers.

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Students more likely to head into SLES programs and into group services.
Limited disengagement
Alot of options- highly individualised

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SLES- What made the students choose this?
Employment- How can we tap on other sources that would provide employment other than immediate family and close community contacts?

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Students remaining within a service

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family language understanding

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similar abilities between graduates
services that are willing to help graduates
businesses willing to offer apprenticeships
strong staff leadership
expo nights

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Ndis funding

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who were the 2 parents, providing a more individualised and stylistic approach rather than all the data in one box, this was broken down due to the wide variety of support for our  students that was transitioning 

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who were the 2 parents, providing a more individualised and stylistic approach rather than all the data in one box, this was broken down due to the wide variety of support for our  students that was transitioning 

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Students transitioned well during covid and they were using only one or two services and were not interlinked with many like in previous years, many students did it differently
Each year the cohort has different levels of support some needing higher level of support while others are more ready to fly the nest.
There is more students looking at mainstream schools for part of their pathways and we are now seeing programs running based on numbers and level of participation

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Ensuring that all students have a transition plan before they leave

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Ensuring that all students have a transition plan before they leave

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covid

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I wonder why the most number of respondents occurred during the start of COVID.

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Survey Length
Language barrier
Technology barrier- how was the survey sent?

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Pathways programs including leadership and planning

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Pathways programs including leadership and planning

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Were the questions applicable/ appropriate at the time. i.e how long after post school was the survey conducted.

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Were the questions applicable/ appropriate at the time. i.e how long after post school was the survey conducted.

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Small sample size

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Ndis funding

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I wonder if the low number of participation is due to the COVID impact during 2020 - 2022.

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Data Goal 3
We don't know how many actual respondents there are?
Wondering whether there were only 2 respondents in 2019?
How we can survey effectively and engage more parents?

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small number of responses

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we wonder why there were a small number of respondents 

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we wonder why there were a small number of respondents 

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was there a language barrier?
was there a technical barrier?
did they feel it was necessary to complete since they had left the school?
was the language used in the survey easy to understand?

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how were parents issued the survey

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Does NDIS funding have an affect?

Better success when there's a greater number of services available.

How did covid impact the results? Or lack of results?

Does the functionality of the students effect the successes in the services they go to? Different cohorts each year.

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Whether the data is an accurate representation given the low responses.

Wonder why 2020 had the highest number of respondents.

I wonder if the survey is too long?

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Positive data but sample size could make it skewed

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Positive data but sample size could make it skewed

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what was the total number expected to participate.

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platform survey was sent out on could be limiting Eg. hard copy

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platform survey was sent out on could be limiting Eg. hard copy

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Gradual fluctuation in number of respondents from 50% to 84 to 75 and then to 80%.

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2020 had the highest number of responses

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I notice from the limited data that all families were satisifed with the level of support provided for post-school services.

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all parents were satisfied with the level of support for students post school

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everyone said they were still connected in post school life

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Not many respondents at the beginning, but there was a gradual increase in the number of respondents in the layer years.

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large number of students are still connected with the service

there was 100% satisfaction over 4 years with the level of support offered by the school

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low participation amount

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increase across the years in % of students currently connected

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increase across the years in % of students currently connected

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the service is optional not compulsory, they still continue to connect with service, but they may have changed providers to get better support
the questions not that clear particularly question 2
2 people do not make a trend
wondering about 100 percent parent support- who are they, are they integrated into school already.
cohort size

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There's a consistency in the parent satisfaction throughout the 4 years.

The same number of students were also connected to a post school options.

There was an impact on staying connected presumably due to covid in 2020. Therefore data for the 2019 graduates were unable to attend their services. Also lowest number of responses.

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There wasn't a lot of responses.

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Data goal 3 targets:
Not a lot of respondents
100%of the aprents are satisfied
Increased percentage of student services
100% were satisfied with the level of support to prepare students for post school options
100% of the students were part of the post school life and went for the services
Most of them are still connected to the services that they were link to for post school
Does not include the timeframe

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Teaching and Leadership in pathways and planning that goes into supporting every child to have a goal/purpose when leaving school. This extends to students post school.