“Have they seen the Transition Broker yet?”

Evaluation of the Transition Brokers Program

June 2006

P Raymond, A Parente

Contents

Section 13

1.1History3

1.2Introduction4

1.3Rationale4

1.4Evaluative Matrix4

1.5Methodology5

1.6Timeline6

Section 27

2.1 TB program Overview7

2.2 TB Duty Statement7

Section 3: Interview Analysis: Transition Brokers9

Section 4: Interview Analysis: School Staff17

Section 5: Interview Analysis: Centrelink 29

Section 6: Additional Recommendations32

Section 7: TB Program Data Analysis33

Section 8: Centrelink Regional Data38

Section 9: Conclusion40

Attachment 1: TB Survey Consolidated Responses41

Attachment 2: TB Evaluation Workshop47

Attachment 3: Interview Questions50

List of Tables

  1. June 2006: Clients by gender by age by LGA33
  2. July 2004: Clients by gender by age by LGA33
  3. June 2006 Clients by gender by school attendance34
  4. July 2004: Clients by gender by school attendance34
  5. June 2006: Clients by gender by last recorded outcome35
  6. July 2004: Clients by gender by last recorded outcome35
  7. June 2006: Target groups by gender by school36
  8. July 2004: Target groups by gender by school37
  9. Youth Allowance recipients by postcode38
  10. Variation of YA recipients by postcode by reporting periods39
  11. Apprenticeships by postcode by gender by total39

Section 1

1.1 History

MYC is a network of many organisations in the Macarthur region that supports young people as they leave school and move on to work or other training, especially those who are identified as at risk of leaving school before finishing year 12 or an equivalent level vocational course. MYC is a whole of government, whole of community response to the needs of the area.

Macarthur Youth Commitment has working in partnership with schools in the Macarthur area to provide support to actual and potential early school leavers – a group who are recognised as especially vulnerable to long-term social and labour market disadvantage.

A key part of this support was the Transition Broker program.

Macarthur Youth Commitment had been encouraged by the Dusseldorp Skills Forum to consider adapting the Transition Broker model piloted by Whittlesea Youth Commitment (Vic) in selected local schools. A visit to Whittlesea in 2001, the formation of a working group to develop the project, led to submissions for funding from DETYA, ECEF and DoTaRS.

In April 2002, Centrelink, in response to a presentation from DSF to the Centrelink guiding coalition, provided funds to develop a partnership with MYC to implement the transition broker concept as a two-month trial. This was successful, and helped MYC gain the DOTARS & ECEF funding.

As a general policy, MYC seeks appropriate partners to deliver services in order to maintain its strategic networking role.

The MYC management committee, recognising Centrelink Area South Metro Sydney's ability to support the workers, their history with MYC and their understanding of the role that the brokers will play in schools and within Centrelink, formally negotiated a partnership in 2003 between MYC and Centrelink to initiate the Transition Broker project.

After both parties signed the memorandum of understanding, Centrelink began their recruitment process, developing duty statements and an applicant package in partnership with MYC coordinator. Centrelink advertised the positions in all Macarthur newspapers and had close to 100 enquiries. Interviews were held in early September. Three full time and one part time Transition Brokers were selected and began work in mid-September 2003 following a very thorough training period with training on the Child Protection Act in partnership with DET, suicide awareness by Lifeline Macarthur, technology training by the Dusseldorp Skills Forum and other skills development training. Also included in this was a trip to the Central Coast Youth Commitment to meet transition brokers working in that region. School representatives, MYC, Transition Brokers and Centrelink management met in late September to introduce the brokers to their schools and plan for implementation of the project in term 4 of 2003.

The Transition Brokers were allocated to schools identified by the Macarthur Youth Commitment Inc., in conjunction with DET and other stakeholders.

Weekly Transition Broker team meetings were attended, and sometimes chaired, by the MYC coordinator. At the end of term 4 another meeting of school representatives, Transition Brokers, MYC and Centrelink management reviewed the term. Impressions were very positive from all stakeholders.

1.2 Introduction

The Transition Brokers program was implemented into 9 schools in term 4 2003 with 3.5 Brokers. The program has grown to 14 schools with 4.5 Brokers and more than 1200 clients across the 3 Local Government Areas of Macarthur, Campbelltown, Camden and Wollondilly.

Funding requirements of the Department of Transport and Regional Services (DoTaRS) necessitated a detailed report on the performance of our program and what has been learnt from the development and implementation to the operational phase.

Whilst MYC has data from the Transition Brokers (TB), which can be used to partially examine the success of the program, it does not provide any information about the functions, management and operations of the TB program.

1.3 Rationale

To this end a TB program evaluation was designed under the following evaluative parameters:

  • Does the TB program meet its aims and objectives
  • Undertaking a mapping of ‘real’ outcomes against stated outcomes
  • Overall program achievement
  • Identify management protocols and procedures
  • Relationship management with Centrelink and various services
  • Client relationships
  • Resourcing; fiscal, human and physical
  • Impact on school to work transitions
  • The functions and rolls of TB
1.4 Evaluative Matrix

The following matrix identifies the broad parameters of the evaluation focussing on the functions and roles of the TB against what the program has been designed to achieve. This includes the development of professional and client relationships, the role of Centrelink, resourcing, broader service offerings and relationships, data reporting and achievements/outcomes against program aims and objectives.

NB This is not a performance appraisal of the Transition Brokers themselves but an evaluation of the effectiveness of the structures and operational parameters of the TB program.

Strategic Plan: TB Program / TB Program / Schools / Centrelink / Stakeholder and Services / MYC
Aims / Functions / Local Schools relationship / Centrelink management of program / What other stakeholders are involved in program / TB relationship
Objectives / Roles / Careers Advisor relationships / How program melds with other Centrelink activities generally / What other services are used by TB:
Referrals
Support / Centrelink relationship
Outcomes / Duties / Referral procedures / How TB relate to other Centrelink staff / Understandings of TB program:
Roles
Functions
Outcomes/Achievement / Management and support functions
Financial allocation / Procedures / DET Regional relationship / What services that TB access in Centrelink as part of program / Stakeholders/services that provide same function as TB program and relationships if any / Data reporting and collation
Resource allocation / Support / Client relationships / What in-kind support Centrelink provides / Funding authorities and agreements: relationships between federal, state and local government / DET relationships

The findings of the evaluation will also include recommendations to address any issue or concerns that are highlighted. This can include but is not limited to issues such as management, funding allocation, workloads, data management and reporting, professional development and relationship management.

1.5 Methodology

The evaluation will be undertaken by utilising in-depth interviews and surveys.

In-depth Interview Schedule

  • Transition Brokers: approximately 60 minutes each
  • Senior Transition Broker: approximately 90 minutes
  • Centrelink Manager responsible for TB: approximately 60-90 minutes
  • Regional/district Centrelink Manager: approximately 30-45 minutes
  • Careers Advisors/Key School Staff: approximately 30 minutes
  • Coordinator MYC: approximately 60-90 minutes
Focus Group

A focus group will be established representing the client schools and made up of Principals, Careers Advisers and key contact people. The primary aim of the group is to identify:

How well is the program performing against its stated aims?

What type of relationship does the program have with schools?

What if anything needs to change about the program?

Should the program continue?

Should the program be expanded?

Is the program performing to the client school expectation?

Survey Schedule

  • School Principals
  • Referral services
  • Similar services
  • MYC Management Committee
  • MYC Consultative Network

1.6 Timeline

The TB evaluation is to be completed by March/April 2006 with the final report available in June subject to endorsement by the Management Committee.

Section 2

2.1 Transition Broker Program Overview

The Transition Brokers adopt a case management approach for students who are deemed "at risk" of leaving school early and those who have already left, through individual support to maintain these young people in education, training or employment. They directly follow up individuals, particularly those in years 10 and 11, acting as a "bridge" between the students and existing agencies such as Jobs Pathways Program, JPET, Job Network providers, other community agencies, employers and other government (state and federal) agencies.

The positions are community based, work as much as possible in schools and receive support as appropriate from Centrelink and other community agencies. The role needed to be flexible and complement the school’s established welfare structures. The approach is tailored to each individual school’s needs and structures.

Transition Brokers required appropriate police checks, and receive orientation and training, including DET child protection training.

2.2 Transition Broker duties

Transition Brokers are required to keep accurate records using the custom-built database system, and to provide regular reports to the MYC board covering key indicators and funding body-reporting requirements. This data collection also aids in evaluation of the impact and effectiveness of the program in schools.

Within the school, they

  • Develop individual case plans for students, encouraging students to stay appropriately engaged in school pending transition, and empowering students to meet their responsibilities in regard to school regulations, etc
  • In conjunction with the school, engage parents as parties to the partnership
  • Review individuals' case plans as appropriate
  • Refer and follow up referral of young people to appropriate organisations, including Job Network agencies, Centrelink, Jobs Pathways Program, training institutions, health, welfare and other relevant community agencies
  • Assist young people in the decision making process, including re-engaging potential early school leavers into schooling
  • Maintain the partnership with the school, student, parents and Centrelink by providing ongoing, timely feedback on outcomes.

Post-school, they

  • Case manage participants until a desired outcome is reached by providing appropriate support to enhance successful transition
  • Follow up case-managed participants at prescribed points of 1 month, 6 months, 12 months, 18 months and 24 months (more often if appropriate) after leaving school to monitor outcomes and provide appropriate support
  • Update school leaver files during the follow-up period
  • Contact students who initially refused support with the offer of support services.

Reporting requirements are to

  • Keep and provide statistics relating to transition broker referrals on the database system provided by MYC
  • Submit monthly reports to their supervisor containing both statistical and anecdotal information as required
  • Keep accurate files on each early school leaver, including case plan and amendments, referral information and destination.

Section 3: Interview Analysis: Transition Brokers

A consolidated interview was undertaken with all Transition Brokers to ascertain their views on:

  • What their job is
  • What they do
  • Their operational relationship with Centrelink
  • Operational relationship with schools
  • The positives and negatives of their job
  • Training
  • Referral agencies and relationships
  • Understanding of outcomes

This section of the report will endeavour to provide TB consolidated responses with analysis and any recommendations. It is important to remember to view these responses along side responses by school staff (following section 4) as the two sections are complimentary and focus predominantly on TB roles and duties working with young people in schools.

Key Question 1: Tell me about your job?

TB identified:

Provide option to youth at risk- encouraging and supporting young people to stay at school- exit strategies- alternative pathways- building rapport.

TB identified the key aims of the program within their response. They have also added rapport as a key element of their job. Significantly school staff also identified making connections with young people as important. Including that young people more readily identify with the TB than with school staff.

Key Question 2: What are your main duties?

TB identified the following:

Liaison with parents- follow-up school leavers- case management- mentoring- student information and background- increase self-esteem- get young people to begin thinking about their futures- research options- pathway plan development- referring on to other services if required. Some services are:

Health- counselling- year advice- mental health- JPET- Links to learning- Macarthur Disability Services- NW Personnel- Plan-it Youth mentoring- Youth centres (life skills type programs)- TAFE outreach- Macarthur Group Companies- Mission- job network providers- group training companies- CRS- work place connections- All Trades- MT- MBA- Automotive- AIGTS- Master Plumbers Ass. - Centrelink (social workers, psych., disability, etc.)- Anger management- youth Drum.

TB sees themselves as a one stop shop.

It is interesting to note that TB identified a range of duties that they undertook working with young people but did not identify reporting back to schools and/or MYC as a duty. Significantly reporting has been identified as an issue by schools, more specifically reporting back to schools on the status of young people referred to the program. I would hasten to add that TB report regularly to MYC every 2 months and have significantly improved their standards and accuracy.

See Recommendation 4.7

Key Question 3: What do you understand as the main role of Centrelink in relation to the TB program?

TB identified the following:

Partnership- staff- corporate support- facilities and links to knowledge and services.

Whilst the TB identified the partnership with Centrelink and the broad type of role that the partnership has the following question elicits a more detailed type of interaction TB have on a more regular basis.

Key Question 4: What level of interaction do you have with other Centrelink staff?

TB identified the following:

Previous Centrelink employees- social more than work- helps Centrelink staff when there is a need- seeks assistance for/with clients as required- social workers- Centrelink no access to TB files (TB informs CL staff as required)- Centrelink staff know what schools TB program operates in and refers clients from those schools to TB as required.

It is interesting to note that TB stated that social interaction was more predominant on a daily basis then professional. Whilst TB identified services and liaison type of relationships they did not see themselves as Centrelink staff seconded to an outside program but more like outside staff working within Centrelink. This is important for a number of reasons:

  1. Delineate the responsibilities of Centrelink as versus the TB program
  2. Confidentiality of TB client status and data
  3. Centrelink acts as an agency referring to the TB program to deal with young people
  4. TB provide advice and support for Centrelink staff in dealing with youth issues
  5. Centrelink provide specialist support and advice to TB as required

Significantly the role of Centrelink with MYC has developed into an effective partnership that not only involves TB seeking assistance but also Centrelink staff recognising the expertise and effectiveness of the program exemplified by staff referring young people to the TB as required.

Recommendation 3.1: That the delineation identified by TB be recorded and utilised as a basis for relationship management/partnership in any future TB type operations or if the current program was to continue.

Key Question 5: Tell me about the process you use when you first contact or enter a school?

TB identified the following:

Met teachers and school at Centrelink- made appointments with schools with some TB introduced by Darryl New to school principals- new TB also spent time with experienced TB prior to take up role.

Whilst TB were succinct in their responses it is important to cross reference this response to the responses from school staff in Section 4. In relation to both this response and school staff responses then the likelihood that school staff were fully cognisant of the full duties of the TB prior to them taking up their role reduces if schools were not a part of the original briefings. This is also identified in Section 4.

See Recommendation 4.1, 4.2, 4.3

Key Question 6: What do you understand by the term ‘youth at risk’?

TB identified the following:

At risk of not completing year 12 or yr 10- disengaging (attendance, behavioural, academic, socio-economic, family issues and participating)

The TB identified the term succinctly and accurately as it is used within the TB program.

Key Question 7: Describe the process you undertake when contacting and working with a new client?

TB identified the following:

Explain that the role of the TB and differentiated from CA- create relationships and rapport with client- background info- academic achievements- family background- explain confidentiality- involve relevant people as required (eg. parents, counsellor, teachers, etc.)-Referrals to specialist services- develop transition plans- work to support the client into solid outcomes with direction- ongoing contact and support as required.

The TB was very clear in the differences between their roles and Careers Advisers. The one on one counselling, intensive support, internal and external to the school and the involvement of carers as required were the key differences between Careers Advisers and TB as stated. TB also stated that Careers Advisers have to work across the entire student body and consequently do not have the time or resources to undertake the extra support required for the more at risk students. It is also important to note that the TB can and does work with clients once they leave school.

TB also stated that it was crucial to develop relationships and rapports with clients to ensure a ‘connection’. This ‘connection’ was the foundation to develop a rapport and work effectively with clients. Once again school staff responses in Section 4 stated that the TB were able to create a connection with the young people and this was one of the more important reasons for the success of the program.