Distance Education Centre Distance Education Centre Victoria Victoria

A day in the life of a DECV A day in the life of a DECV student coordinator…..student coordinator…..

DECV Student Coordinators

Sue Adamidis

Years 7 & 10

Student Coordinator

Antoine Toniolo

Years 8 & 9

Student Coordinator

Jenny Ward

Year 11

Student Coordinator

About the DECV- Our Student CohortAbout the DECV- Our Student Cohort 7-10 11-12

ACE 2 0.36% 29 1.26%

YOUNG ADULT (18-21) 0 0.00% 114 4.94%

BALLET 11 1.95% 15 0.65%

DISTANCE 8 1.42% 3 0.13%

INMATE 1 0.18% 7 0.30%

LINK UP 6 1.07% 26 1.13%

MEDICAL 202 35.88% 133 5.76%

OTHER 16 2.84% 19 0.82%

REFERRAL 101 17.94% 46 1.99%

SCHOOL 133 23.62% 1671 72.34%

SPORT 8 1.42% 25 1.08%

TAFE ADULT (21+) 0 0.00% 164 7.10%

TRAVELLER 75 13.32% 58 2.51%

TOTAL 563 2310

DECV Annual Implementation Plan (AIP)

2008 Targets 11-12

1. Increase the proportion of timely enrolments 2. Reduce the proportion of non-allocated students during

Weeks 1-4 of the student timetable 3. Decrease the average number of days from enrolment

date to a student’s first submission 4. Reduce the proportion of students who progress to the

defaulting letter stage of the Student Management Action Plan (SMAP)

5. Increase the proportion of students returning to current status from default status

DECV Annual Implementation Plan (AIP)

2008 Targets - 7-10

1. Increase student activity rates 2. Increase constructive teacher interaction with

students, parents & guardians 3. Increase satisfaction measures in Student

Attitudes to School survey 4. Increase satisfaction measures in Parent

Opinion surveys

Management Strategies Management Strategies

Enrolment counselling Enrolment counselling Student Support TeachersStudent Support Teachers SMAP (Student Management Action Plan)SMAP (Student Management Action Plan)

Enrolment Counselling

All student enrolment forms are checked by student coordinators after enrolment staff

This allows us to counsel students on their overall program, subject choices and the number of subjects studied

This process allows us to reduce possible problems later on

Enrolments Team

Student support teachers Student support teachers

Each teacher will be allocated a small Each teacher will be allocated a small “home” group to oversee“home” group to oversee

Preferably students they teachPreferably students they teach Conduct an intake interview with each Conduct an intake interview with each

student preferably over the phonestudent preferably over the phone Monitor their program and liaise with other Monitor their program and liaise with other

teachers and coordinators throughout the teachers and coordinators throughout the year year

7-10 SMAP Flowchart

Student enrols

Student is allocated Subject Teachers and Student Support Teacher

Subject and Student Support Teachers contact student via phone, letter or email within one week

Sub School Meetings to discuss progress, submissions and student welfare issues

No Work Submitted Subject and Student

Support Teachers contact student.

Work Submitted Satisfactory standard for

individual student needs. Student is

active.

Work Submitted Inadequate

standard for individual student

needs

No Response (3 weeks)

Amber Letter Sent Student Support

Teacher continues to contact student.

No Response (2 weeks)

P C. Teacher refers student to SSL and

SWC Red Letter Sent

SSL and SWC contact. Student

requirements reinforced, negotiate curriculum & provide

support

Enrichment or remediation

required. The development

of individual teaching and

learning programs. E.g.

Literacy, numeracy, motivational,

enrichment and modified programs

No Response (7 days)

SSL considers student inactive

SWC seeks regional involvement. Over 15 years – withdrawn.

Response

Student is active

Response

Student is active

SMAP Data – 7-10SMAP Data – 7-10

The aim of the SMAP process is to increase or sustain student activity The aim of the SMAP process is to increase or sustain student activity rates. rates.

Our activity rates in 2007 were:Our activity rates in 2007 were:

Activity Rates:Activity Rates:May 11th May 11th to to Sep 20th Sep 20th

Years 7-10 = 80% Years 7-10 = 80% Years 7-10 = 83%Years 7-10 = 83%

On average there has been an improvement of 3% across 7 – 10 from On average there has been an improvement of 3% across 7 – 10 from May to September 2007.May to September 2007.

11-12 Subschool Student Management Action Plan (SMAPs)

Non School based Students

Student enrols

Student is allocated Subject Teachers and Support Teacher

Subject and Support Teachers contact student via phone, letter or email within one week

No Work Submitted Subject and Support

Teachers contact student.

Work Submitted

No Response (2-3 weeks)

Subject teacher refers matter to Support

Teacher Support teacher sends

letter to parent/guardian or

student (young adult/TAFE)

No Response Defaulter status

(4 weeks) SSL sends Defaulter

notice to parent/guardian

No Response

No Improvement SSL notified by

subject teacher / support teacher SSL negotiates

change in course / timetable with

student and subject teacher. Notifies Support Teacher

Referred to SWC

Enrolment cancelled in subject

Unsatisfactory work standard / submission Subject teacher contacts student and notified Support Teacher

Satisfactory standard / submission

Subject and Support Teachers maintain contact with student and one another. Support Teacher monitors progress over all subjects

Completion of unit/semester/year

11-12 Subschool Student Management Action Plan (SMAPs) School based Students

Student enrols

Student is allocated Subject Teacher

Subject Teacher contacts student via phone, letter or email within one week

No Work Submitted Subject Teacher

contacts student.

Work Submitted

No Response (2-3 weeks)

Subject teacher sends letter to Home School

No Response Defaulter status

(4 weeks) SSL sends Defaulter

notice to Home School with copy to

parent/guardian

No Response

No Improvement Subject teacher contacts Home

School via telephone to discuss student with DE supervisor

Enrolment cancelled in subject

Unsatisfactory work standard / submission Subject teacher contacts student

Satisfactory standard / submission

Subject Teacher maintains contact with student and Home School where necessary

Completion of unit/semester/year

SMAP Data – 11 - 12SMAP Data – 11 - 12

2007

WEEK DEFAULTERS WARNINGS REGAINED C STATUS

1 344 238 169

2 192 136 99

3 669 420 388

4 326 150 268

5 303 80 250

6 14 3 10

TOTAL 1848 1027 1184

55.6% 64.1%

SMAP Data – 11-12SMAP Data – 11-12

2008

WEEK DEFAULTERS WARNINGS REGAINED C STATUS

1 273 110 191

2 206 139 109

3 105 76 47

4 304 247 113

5 193 133 62

6 127 95 56

TOTAL 1208 800 578

66.2% 47.8%

SMAP Data -11-12SMAP Data -11-12

Satisfactory completion baseline data Semester 1 Students who enrolled early for semester 1, (eg prior to courses beginning)

YearLevel %

2006 11 56

2006 12 70

2007 11 56

2007 12 73

2008 11 67

2008 12 70

Students who enrolled during week 4

YearLevel %

2006 11 33

2006 12 24

2007 11 7

2007 12 50

2008 11 34

2008 12 32

SMAP Data – 11-12SMAP Data – 11-12

Withdrawal rate baseline data

Withdrawal rates for those students who enrolled early

YearLevel %

2006 11 32

2006 12 25

2007 11 34

2007 12 22

2008 11 22

2008 12 23

Student enrolled during week 4

YearLevel %

2006 11 59

2006 12 67

2007 11 85

2007 12 43

2008 11 55

2008 12 49

Engagement Strategies / Options Engagement Strategies / Options

Online lessons / ChatsOnline lessons / Chats CampCamp Adjusted programs, such as DIY modules. Adjusted programs, such as DIY modules.

Teacher modifications to courses Teacher modifications to courses Special Provision Arrangements Special Provision Arrangements Student visits Student visits Welfare Team Welfare Team Community Partnerships Community Partnerships The Circuit Breaker Program The Circuit Breaker Program Small Talk Program (Young mums) Small Talk Program (Young mums)

Online lessons / Chats Online lessons / Chats

Assists in engaging Assists in engaging students in the students in the programprogram

Assist in building Assist in building relationships between relationships between students students

Reduces isolationReduces isolation Building a sense of Building a sense of

whole school whole school community community

Camp Camp

The DECV camp was The DECV camp was established in 2005established in 2005

It is open to all students from It is open to all students from years 7-12.years 7-12.

The camp has enabled students The camp has enabled students to make friends and meet new to make friends and meet new people in a safe, friendly and people in a safe, friendly and relaxed environment.relaxed environment.

Many students have continued Many students have continued the friendships after the camp the friendships after the camp has finished. has finished.

The camp also helps to build the The camp also helps to build the student teacher relationship and student teacher relationship and encourages engagement with encourages engagement with their program and school. their program and school.

CampCamp

Modified Programs Modified Programs

Adapt course materials to suit individual Adapt course materials to suit individual needsneeds

Review student workloads and overall Review student workloads and overall programs to suit individual circumstancesprograms to suit individual circumstances

Alternative programs such as DIY Modules, Alternative programs such as DIY Modules, Booster maths, Numeracy, Foundation Booster maths, Numeracy, Foundation English and Foundation maths English and Foundation maths

Offer a VCAL or VET certificate Offer a VCAL or VET certificate

Special Provision – Years 11 -12Special Provision – Years 11 -12

Modification to the actual courseworkModification to the actual coursework Modification to the overall program, such as Modification to the overall program, such as

looking at a 3 year VCE program looking at a 3 year VCE program Extension of time (in some cases) Extension of time (in some cases) VCE completion with no study scoreVCE completion with no study score

Student Visits Student Visits

Students are encouraged Students are encouraged to visit the DECVto visit the DECV

In some instances teachers In some instances teachers will visit students at home will visit students at home or at their base schoolor at their base school

These visits assist in the These visits assist in the important step of building important step of building relationships with students. relationships with students.

The DECV Welfare Team The DECV Welfare Team

The welfare team consists of:The welfare team consists of:

3 student counsellors3 student counsellors A psychologist who is on site 1 day per A psychologist who is on site 1 day per

weekweek

The Welfare Team The Welfare Team

The Welfare TeamThe Welfare Team

Work closely with students to address their Work closely with students to address their individual needsindividual needs

Liaise with teachers and families / parents Liaise with teachers and families / parents Liaise with outside agencies such as doctors, Liaise with outside agencies such as doctors,

mental health workers, support agencies, DHSmental health workers, support agencies, DHS Implement strategies to assist students to engage Implement strategies to assist students to engage

with the programwith the program Oversee the student intake interview Oversee the student intake interview Oversee the social support network program Oversee the social support network program

Partnerships Partnerships

The DECV has made some links with The DECV has made some links with community organisations to assist students community organisations to assist students in particular areas or with particular needsin particular areas or with particular needs

For example:For example: Berry StreetBerry Street Link Up – Ballarat, Melton Link Up – Ballarat, Melton Visy Hub Visy Hub Shop 16 Shop 16

The Circuit Breaker Program The Circuit Breaker Program

This program enables students to be This program enables students to be removed from the school for a short period removed from the school for a short period of time to give both the student and the of time to give both the student and the school some time out (10 weeks)school some time out (10 weeks)

They are provided with DECV materials for They are provided with DECV materials for a short period of time with a view to a short period of time with a view to facilitating a successful return to school in facilitating a successful return to school in the near future. the near future.

Co-responsibility for the student between Co-responsibility for the student between DECV and home schoolDECV and home school

Small Talk Program Small Talk Program

This is a program aimed at This is a program aimed at supporting young mumssupporting young mums

They have access to a They have access to a common support teacher common support teacher who is familiar with their who is familiar with their specific needsspecific needs

Access to supporting Access to supporting materials on our website materials on our website aimed at assisting them aimed at assisting them with parenting and study with parenting and study skillsskills

Links to other young mums Links to other young mums (parents) enrolled at DECV (parents) enrolled at DECV

Sharing of ideas Sharing of ideas

Fish bowl activityFish bowl activity

Our DECV Students on camp ….