12 February 2025

Vision Statement

St Rita’s school is a dynamic learning community strengthened by our Mercy heritage and inspired through the teachings of Jesus Christ. We are connected and compassionate to the needs of our community and are proud of our local Wanyurr-Majay culture. We engage our learners through relevant and hands-on experiences, bringing joy and confidence to learning.  

PRINCIPAL’S PEN

Dear Families,

Sunday’s Gospel was from the book of Luke and would have to be one of my favourite scripture passages.

As the story goes, Jesus took the apostle Peter’s boat out onto the Lake of Gennesaret and instructed Peter (a fisherman by trade) to cast the fishing net into the deep water. Peter pointed out to Jesus that they had been working hard all night and were yet to catch a thing (at this point it sounds like my childhood fishing adventures with my Dad!). However, once Peter did what was instructed of him, he was astonished, as they had caught so many fish that their nets started to break (I can confirm this never happened on fishing adventures with my Dad).

It was at this point where Peter (who later became the first Pope) retired from fishing, along with his fishing partners, James and John, and they took up roles as apostles of Jesus. They simply left their boat and the fish behind and followed Jesus from that day forward.

Jesus said to them, “Don’t be afraid; from now on you will fish for people”. The apostles obviously trusted him whole heartedly and left their old lives behind in an instant.

‘Fishing for People’ is easier said than done, because sometimes, the people just don’t want to take the bait or lure that you are fishing with. Even Jesus failed to attract absolutely everyone to take on his cause, which pretty much boiled down to two instructions, Love God and love your neighbour.

The thing about Jesus, is that he didn’t change his message (or bait) to attract other types, he just knew his message (or bait) would attract exactly who it needed to.

In reflection, I have wondered this about our school at St Rita’s in Babinda. Are we fishing for people with the right bait? As a Catholic school we hope we’re using the same bait as Jesus.

At St Rita’s we have unconditional positive regard for our young people.

We are quick to forgive.

We always uphold human dignity, and ensure that no child is disadvantaged by financial, cultural, disability, or religious differences.

We strive our best to love our neighbour, especially those who are hard to love at times.

We take pride in knowing everybody by name, knowing who they are, and have high aspirations in who they can be.

We know that children will encounter hardships. We don’t shy away from them but embrace them, as this builds resilience, which they will certainly need throughout their lives.

Like Jesus, we reject the victim mentality and promote the attitude of being forever hopeful and never giving in.

We truly believe that each child is a success story waiting to be told.

This is ‘our bait’ and what we commit to. I truly believe that what we do is always in the best interest of the child.

We do all this because as followers of Christ, it is our duty to live as he instructed.

Thankyou parents for trusting us for another year. I look forward to working with the children, teachers and parents to get the absolute best outcomes for our young people.

They certainly deserve it.

WELCOME

We welcome back all our returning staff, including Ms Benvenuti who is returning from 6 months maternity leave.

Carmel Parisi has started as our new school counsellor after performing the role at St Rita’s some years ago. She will work at St Rita’s every Monday. Welcome Carmel.

Jonathon Price has joined us as a school officer and is combining his time with us with his work at St Rita’s South Johnstone. Jonathon has already settled in well and has quickly become a favourite of many. We look forward with him sharing his many abilities with our students.

We also welcome Georgi Stone to our staff. Georgi was a past student at St Rita’s and daughter to Miss Jenni. She finished Year 12 at Good Counsel College last year and through her hard work, was fortunate enough to receive a full scholarship to study Education at University. She will combine her study with working as a school officer at St Rita’s.

PARTNERSHIP BOULDERS

Over the school holidays, our teachers got together to come up with three ‘Partnership Boulders’. That is, three ways our students, staff and parents can commit to ensuring the culture at St Rita’s is one that will allow all our children to thrive.

I have listed these below and will talk about these throughout the year.

Student Boulder:

I value my learning at school by following the St Rita’s Way:

• Right Place, Right Time
• We use manners
• We own our behaviour

Staff Boulder:

We care about all our students:

• We are friendly and supportive to build respectful, positive relationships
• We set clear expectations and follow through to support students
• We make appointments to talk about important matters

Parent Boulder

I care about my child/ren deeply:

• I commit to respectful, positive partnerships with staff by showing gratitude
• I support the school in teaching the expectations of behaviour for learning and having my child well prepared for the school day
• I get the best attention from the teacher when I make an appointment to talk about the important matters concerning my child

Beginning of Year Mass

Our Beginning of school year Mass will be celebrated on Friday the 28th of February at 9am. We will announce our senior leaders and commission our students, staff and parents for the year ahead. It will be held in the Church and presided by Fr Kerry Crowley. All welcome.

Meet & Greet

This year we will hold our ‘Meet & Greet’ afternoon on Shrove Tuesday, the 4th of March from 3.15pm-4.15pm. Like previous years, we will meet first and then have a shared afternoon tea of delicious pancakes. Stay tuned for more information.

Afterschool Activities

As flagged last year, we started our 'After School Activities' program this week.

As a trial, it will run each week from Monday to Thursday in Term 1. We will reassess the program, after this stage, to see if it's viable to persist with.

There is no cost involved, however, we ask that children have some extra food packed if they stay, as they will likely be hungry once school finishes.

If you wish for your child/ren to stay, simply let the school know your intention by midday of that given day or before, so we can arrange adequate staffing. This can be done by calling us, letting Deb know face-to-face, or sending a text message.

Children that attend don't need to stay until 5 pm and can be picked up at any time before then.

As this is a service we are providing at no cost, we kindly ask that you are punctual and let us know if there are any changes to plans

Michael Rowe
Principal

DEPUTY PRINCIPAL

Dear Parents and Carers,

What is MTSS?

A multi-tiered system of supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximise student achievement and support students social, emotional, and behaviour needs from a strengths-based perspective. MTSS offers a framework for educators to engage in data-based decision making related to program improvement, high-quality instruction and intervention, social and emotional learning, and positive behavioural supports necessary to ensure positive outcomes for districts, schools, teachers, and students. The MTSS framework is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision. Depending on state law, MTSS data may also support identification of students with learning or other disabilities.

Some students struggle with academics. Others struggle with behavioural challenges. Still others struggle with both. How do schools respond to students with challenges or struggles that interfere with their ability to learn. St Rita’s uses a framework of interventions and supports designed to address these behavioural and academic challenges.  This framework, known as MTSS, helps us identify struggling students early so that they may receive assistance quickly. But what is MTSS?

Defining MTSS

Multi-Tiered System of Supports (MTSS) is a framework that helps educators provide academic and behavioural strategies for students with various needs. MTSS grew out of the integration of two other intervention-based frameworks: Response to Intervention. As part of the Individuals with Disabilities Education Act (IDEA) updated by Congress in 2004, the Response to Intervention model of assessment originally sought to identify students who would benefit from more intensive supports. From these beginnings as a tool to help improve educational outcomes for students in special education, MTSS has grown to encompass all students at every level.

Key Components of MTSS Instead of the “waiting for failure” assessment model of pre-IDEA days, MTSS takes a proactive approach to identifying students with academic or behavioural needs. Early assessment and intervention for these students can help them catch up with their peers sooner. The key components of MTSS include:

• Universal screening of all students early in the school year
• Tiers of interventions that can be amplified in response to levels of need
• Ongoing data collection and continual assessment
• Schoolwide approach to expectations and supports
• Parent involvement

Three Tiers of Support

MTSS provides a method of early identification and intervention that can help struggling students to catch up with their peers. As such, MTSS uses three tiers of support to assist all students at various levels. These three tiers include:

Tier 1 – Universal or primary – Majority of students (75-90%)

As the largest tier, and the foundation for the entire framework, Tier 1 encompasses the entire school with core instructions and basic interventions. This structure helps to build positive relationships between staff and students. It includes proactive classroom management strategies aimed at creating a supportive atmosphere. Students who do not respond to these interventions may move into Tier 2.

Tier 2 – Secondary – Small groups of students (10-25%)

Some students need a little extra assistance in meeting academic and behavioural goals, and it is in Tier 2 that these individuals receive that help. Often these interventions and supports are delivered in small group settings, such as reading groups. Check-In/Check-Out (CICO) interventions are often a part of Tier 2, as well. This targeted support allows students to work toward catching up with their peers.

Tier 3 – Tertiary – Individual students (< 10%)

A subset of students has significant challenges that do not respond to the interventions and supports in Tier 1 or Tier 2. Tier 3 gives these students individualised supports and can include assistance from outside agencies such as behavioural counsellors or family therapists.

MTSS tiers help schools to organize levels of supports based on intensity so that students receive necessary instruction, support, and interventions based on need. As such, student identities are not based on tier levels. Instead, individuals are identified as students in need of supports. This helps educators to respond appropriately and provide students with the assistance they need to prosper in the classroom. As we continue to collaborate with key stakeholders in our community, we are seeking any parents who wish to connect with us to contribute to our Student Matrix for expected behaviours. If you would like to consult with us, please email sbenvenuti@cns.catholic.edu.au

As you are aware our school has been on an MTSS (multi-atiered systems of support) journey for over two years. As a pilot school we have had the privilege of participating in staff professional development that promotes proactive responses to understanding and responding to student behaviour, both major and minor. By the end of MTSS-E Tier 1 training, our school has embedded the following practices. If you wish to collect any of these documents, feel free to reach out.

• A defined, unified staff approach to facilitating ongoing student engagement
• 3-5 whole school values (Learning, Respect, Community, Faith)
• A matrix of expected student behaviour 
• Documented procedures for ensuring predictability across school settings
• Systems and practices for acknowledging students for demonstrating expected behaviours
• Systems and practices for collecting incident data 
• Defined evidenced-based strategies for engaging students 
• Definitions of Minor and Major behaviours to support appropriate selection of responses
• Systems for collecting data on the implementation of the Tier 1 practices 
• Updated Whole School Behaviour Support Plan (WSBSP) reflects Tier 1 Systems and Practices. 

PURPOSE STATEMENT:

In line with our MTSS professional development, we have also encouraged and embedded the use of consistently teaching our YOU CAN DO IT (Social and Emotional Learning Program).  As parents, we want our children to get the most out of learning and life. Learning can be fun, especially when children are encouraged and challenged, both at home and school. But even the brightest children can fall behind in their learning if they can’t get along with others, manage their time, make decisions or work as a team. Academic achievement is all well and good, but if our children can’t relate or haven’t learnt how to manage and express their feelings (social and emotional skills), learning can become anything but fun.

What are Social and Emotional Skills?  Emotional skills are all about learning how to manage and express our feelings appropriately. Social skills are about relating to other people. Social and emotional skills are critical to building and maintaining self - esteem and confidence. Social-Emotional Learning (SEL) underpins positive mental health, as important as physical health for children when coping in the classroom and the school yard. Children with good social and emotional skills resist being affected by peer pressure and bullying. The Collaborative for Academic, Social and Emotional Learning (CASEL) identifies social-emotional learning as falling into five broad headings:

Self-awareness

• identify and recognise emotions
• recognising personal interests and strengths
• maintain a sense of self-confidence

Social Awareness

• empathise
• recognise another ‘s perspective
• appreciate similarities and differences

Responsible Decision Making

• make constructive and respectful choices
• consider all factors – ethical, safety, social
• realistically evaluate alternatives and consequences

Self-management

• control emotions to handle stress
• control impulses
• motivation to persevere
• work towards achieving personal and academic goals
• express emotions appropriately

Relationship Skills

• cooperate
• resist inappropriate social pressure
• resolve interpersonal conflict

How does St Rita’s ensure SEL is a priority within our school? Without social and emotional skills, children can’t learn as effectively and can’t make the most of their education. Children who have positive feelings about themselves and others and know how to express their emotions and relate to others will be more effective communicators later in life. In Week ten, we will be conducting student led conferences. Your child will be able to articulate their SEL goal.

Kind regards,
Sam Benvenuti
Deputy Principal – Leader of Learning and Teaching

COUNSELLORS CORNER

Hi! My name is Carmel. I am the newly appointed Guidance Counsellor at St Rita’s Babinda. Although “new” is not the best term to describe me…as I worked here back in 2014 for a couple of years. At the time, I was working across five of the Southern Deanery Schools (Babinda to Tully) and as the need for counselling grew in the schools, I slowly moved to less schools over more days. I have remained in the local area continuing to work across the Southern Deanery Schools since this time.  

I can provide a range of counselling services to your children and support to yourself as their parent/carer or guardians.  

• For your children: This includes counselling support for peer issues, grief and loss, family concerns, emotional regulation, mental health concerns and the list goes on. 
• Group work with children: From time to time, I also run small groups for students who may benefit from this type of support. 
• Parent/carer or guardian: I can provide you with information about how to best support your child and other services in the local area that be beneficial. 

As I am part of your school, this service is free to access for you. The best way to know if I can assist is to ask me.  

At this stage I will be at St Rita’s each Monday. I am excited to be part of the St Rita’s community and look forward to being able to work with you and your children throughout the year.  

Yours in Counselling,  
Kind regards,
Carmel

DATE CLAIMERS

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