groups and are described under the following categories from both prior to school and school respondents: Support for families; More information and/or time; and Working with other services. Support for families 30% of prior to school respondents who answered this question commented that they provided additional support for families from a CALD backgrounds. Examples included: Providing families with choice, e.g. ask if they would like an interpreter or if they “[I] would like to do it together with me”; for parent with understanding transition statement and dates of school “Support transition program”; helped the mum who were not confident in writing English “I statement”; to assist them with writing the family of the [transition] “Offer statement”; language information “Using multi sheets”; “[Using] bi-lingual resources”; specialist services in “Involving process”; services sought to “Support help”; educators where “Utilise bilingual possible”; discussion and face to face hand over of transition “Increased statement”; understanding of and “Assisting enrolment procedures”; to read with more dot points and less “Make [transition statements] simpler paragraphs”. One respondent commented that while they provided support to help families understand the [transition] document and what to include, it is so overwhelming for parents I end up “often Another respondent endorsed this sentiment when completing most of the document myself”. they said sit with families and an interpreter to support families to communicate their thoughts “I and feelings in Part A. Some families don't want to fill in the sections at all and ask me (teacher) to complete it for them”. 48% of school respondents who answered this question made reference to strategies to provide
groups and are described under the following categories from both prior to school and school respondents: Support for families; More information and/or time; and Working with other services. Support for families 30% of prior to school respondents who answered this question commented that they provided additional support for families from a CALD backgrounds. Examples included: Providing families with choice, e.g. “[I] ask if they would like an interpreter or if they would like to do it together with me”; “Support for parent with understanding transition statement and dates of school transition program”; “I helped the mum who were not confident in writing English statement”; “Offer to assist them with writing the family of the [transition] statement”; “Using multi language information sheets”; “[Using] bi-lingual resources”; “Involving specialist services in process”; “Support services sought to help”; “Utilise bilingual educators where possible”; “Increased discussion and face to face hand over of transition statement”; “Assisting understanding of enrolment procedures”; and “Make [transition statements] simpler to read with more dot points and less paragraphs”. One respondent commented that while they provided support to help families understand the [transition] document and what to include, “often it is so overwhelming for parents I end up completing most of the document myself”. Another respondent endorsed this sentiment when they said “I sit with families and an interpreter to support families to communicate their thoughts and feelings in Part A. Some families don't want to fill in the sections at all and ask me (teacher) to complete it for them”. 48% of school respondents who answered this question made reference to strategies to provide
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