DSODE Programs Summary

Dubbo School of Distance Education
Program Summary 2013/2014
Further information
Phone: 02 5804 7000
Fax:
02 6884 0777
Email: dubbo-d.school@det.nsw.edu.au
www.dubbo-d.schools.nsw.edu.au
Acknowledgements
Thank you to the following staff members for preparing reports for this document:
Chris Mason
Principal
Debbie Murray
Deputy Principal (Relieving)
Lynda Ipkendanz
School Administration Manager
Janelle Dowton
Head Teacher T&L Alternate Programs
Karyn Burgun
HT Secondary Studies (Acting) YES Program & Young Parent Program
Anna Brain
Head Teacher Languages (Relieving)
Sue Gown
Preschool - Assistant Principal
Jenny Ballhausen
Primary - Assistant Principal
Liana Leigo
Head Teacher Music & Welfare
Jenny Donovan
Head Teacher Welfare
Graeme Hosken
Head Teacher HSIE
Leanne Wynne
Head Teacher English and Senior History
Robyn Coman
Senior Teacher
Vanessa Duncan
Teacher and Aboriginal Programs Coordinator
Andreas Shepley
Head Teacher Science
Graham Grant
Head Teacher Distance Education
Christine Bray
Senior Teacher and HSC Seminar Coordinator
Colin Mackay
Senior Teacher Physics and Online course Developer
Janet Elliott
Head Teacher Technology and Applied Studies
Introduction
Enrolment patterns
Enrolment categories
Engagement Diverse Curriculum Programs
Alternate Programs
Middle Years
Young Parents and Crche
Dubbo Learning Centre
Youth Education Support Program
Autism Support Program
Aboriginal Student Support
Single Course Delivery
HSC Seminars
10
Teaching Practices
11
Changing Practices Survey 2007 to 2012
11
Technology Supported Lessons
11
Online Learning Moodle
12
Residential Camps
14
Languages Program
15
Distance Education Networks
16
English
16
Science
16
Aboriginal Education Network
16
15-17 Leaving Age Network Group
17
Middle Years
17
Student Welfare
18
Student Representative Council (SRC)
19
Student Engagement and Attendance
20
Processing and reviewing Enrolments 7-12
20
Coordinating Outreach Centres
20
Monitoring Attendance and Participation
21
Monitoring special class
22
Monitoring Out of Home Care students
22
Field Services
23
Preschool Field Services
23
Primary Field Services
23
Secondary Field Services
24
School Vehicles History of Use
24
Testimonials
25
From a Parent of Year 10 student
25
25
From a Parent of four students living in PNG
25
Appendices
26
Role Statements for Young Parent Program, YES Program and Learning Centre Staff
26
Physics at Dubbo School of Distance Education
31
Bathurst SEG Reviews (Students names removed)
32
Student Participation and Attendance DSODE
34
Additional Data relating to 2011 Field Services
37
Introduction
At Dubbo School of Distance Education (DSODE) our challenge is to embrace each and every student, who enrols
with us from Preschool to Year 12. Each student brings an individual set of experiences, characteristics, supports
and expectations when they enrol. Many students experiences in previous educational settings have not been
positive and re-engaging students in real learning is challenging. Students firstly need to learn that the teachers
genuinely care and that they believe the student has the ability to learn.
During the enrolment processes information is gathered from a range of sources about each student, his/her
educational history, home context and learning preferences. The student is asked to complete a document titled
About Me, providing initial information about his/her interests and life in general.
Teachers make gentle and regular contact, looking for hooks to engage the student firstly in conversation and
ultimately in learning. The aim is to build trust and lay the groundwork for productive learning to be generated.
Learning materials are selected or created to draw the student into learning. Attention is paid to each students
personal interests, educational goals and literacy and numeracy skills levels. All students, who are performing at a
stage level below that expected of their age, are supported to construct a personal learning plan. Teachers use
this plan to help them develop learning programs and select appropriate learning materials.
For many students support is provided through various school programs, including providing resources to build
self-esteem and to engage them in the educational programs offered by the school.
In this booklet we provide a snapshot of the challenges faced by our students and the diverse programs our
experienced, creative and dedicated staff have developed and implemented to make a difference to the lives of
so many.
Further Information
Established in 1991, Dubbo School of Distance Education (DSODE) provides a valuable equity service for NSW
students, who are unable to attend their local school or access courses because they are not offered in their
home school.
The school develops and implements quality blended learning programs and creates opportunities for students
and teachers to interact through face-to-face contact, telephone, video conferencing, satellite lessons and online
activities.
Approximately 400 full-time and pathways students from Preschool to Year 12 are enrolled in DSODE programs.
Students may enrol for periods of time varying from six months to 14 years and for various reasons including
geographical isolation, medical conditions, vocational talent commitments, travelling in Australia or overseas,
extraordinary circumstances and special needs. In addition to a wide range of Preschool to Year 12 NSW Board of
Studies courses, DSODE has created additional programs and curricula to support students with disabilities,
students who have identified learning needs in literacy and numeracy, young parents, students experiencing
behavioural problems, students who wish to pursue studies in vocational education and students returning to
school because of the increased mandatory enrolment age (17 years). Every Tuesday a crche service is provided
for young parents so that they can access support from their course teachers. The school has implemented
extensive welfare support strategies to assist all students remain in education and deal effectively with
adversities.
Each year DSODE expands curriculum options for students and smaller isolated rural schools by providing
programs for over 600 students studying one or more single courses whilst enrolled in another school or TAFE.
Technologies including Videoconferencing, Moodle and teleconferencing play an important role in supporting the
engagement of students, as do workshops in Dubbo and sometimes in the students home schools.
Students of DSODE have achieved excellent results at the highest levels including ATARS in the high 90s. Several
students have achieved first place in HSC courses including Aboriginal Studies, Ancient History and Metal and
Engineering. DSODEs delivery of Vocational Education Training is first class as was attested by glowing reports
from the external VET audit conducted in 2008, which looked at all aspects of the provision of Metal and
Engineering, interviewing and observing teachers and students.
An experienced, skilful and committed staff of 140 teachers and administration officers ensure that each student
is provided with personalised learning and support. Building and nurturing quality relationships is a key strategy
used to engage students in the school community. The school plans and implements an extensive field service
program with teachers providing workshops for individuals and groups of students in many rural locations
including students homes. DSODE also establishes outreach centres to support groups of students in rural
locations when possible.
In 1996 the Australian federal government funded the building of DSODE hostel to support distance education
students and their families coming into Dubbo to access educational and social opportunities. In 2008 DSODE and
the state NSW government jointly funded an expansion of the hostel, almost doubling its capacity. This great
resource enables preschool and primary students and their parents several opportunities each year to reduce the
impact of isolation by attending residential camps. Parents are able to meet with each other to discuss the role of
the home supervisor and to establish networks of support with each other and the staff of DSODE. The students
have a fabulous time learning and socialising with peers and staff. In the case of secondary students the hostel
caters for 40 students participating in a range of activities at least once per term.
The positive difference that enrolment in DSODE has made in the lives of so many students has been profound
and exciting. Teachers and administration officers at DSODE are committed to providing high quality services in
teaching and learning, extremely supportive of every student and immensely proud of students achievements. As
the future evolves the school will continue to expand its use of technologies to provide rich blended learning
curricula and to increase the opportunities for students to engage in quality learning and social activities with
peers.
Enrolment patterns
Enrolment data
2006
2007
2008
2009
2010
2011
2012
2013
2014
Preschool
59
41
48
35
37
41
35
39
36
Primary
113
109
114
78
55
77
72
84
103
Secondary fulltime
169
200
226
238
253
296
306
315
344
Pathways
23
24
32
32
40
86
87
122
58
Single course
468
496
552
648
618
668
616
571
601
Enrolment categories
Enrolment data
2006
2007
2008
2009
2010
2011
2012
2013
2014
Geographical isolation
138
109
123
121
117
125
121
147
179
Travelling in Australia
23
24
37
41
30
34
34
34
43
Travelling overseas/Lord Howe
11
4/3
12/1
15/6
10/2
16/5
PNG
57
59
62
30
16
13
na
Medical conditions
24
29
38
46
14
15
19
22
Behaviour
22
57
40
48
41
60
69
67
50
Pregnant students/Young
Parents
14
23
22
23
18
21
24
40
27
Extraordinary circumstances
40
48
61
69
88
76
103
109
73
Mental Health
40
44
53
66
85
Phobia
Autism
13
19
22
ETU
Engagement Diverse Curriculum Programs

Alternate Programs
The Alternate Program at DSODE is a secondary based program that supports students at risk of not being
successfully engaged with their education. Some barriers that impede their engagement may include low literacy
or numeracy, mental health issues impacting on the student, students in ETU centres, students in out-of-home
care, students who have missed a significant amount of regular attendance at their previous school setting
(sometimes up to 2 years), students completing life skills courses, students with severe behaviour disorders or
often a combination of these. The students are offered a high level of ongoing support through: phone lessons
and home visits, a reduced number of teachers, staggered delivery of coursework, modified or adjusted
curriculum individualised to the students specific needs, teachers forming a support team for the student,
reading programs, establishment of outreach centres to support students who do not have a home environment
conducive to supporting the students achievement of learning outcomes. In 2012 the program supported 75
students from 7 -10 and 11 students in Preliminary/HSC/Pathways who are completing one or more Life Skills
courses.
Case Study 1: Andrew
Andrew enrolled in Year 9 under the Behaviour Difficulties category. Andrew came as a very disengaged angry
young man with low literacy and very resistant to distance education. He wanted to leave school and gain
employment as he had already had several part time jobs and had a close relationship with his grandfather who
was a drover. Andrew became even angrier when he couldnt leave school. His Mum wasnt in a position to offer
support. DSODE teachers established a Personal Learning Plan (PLP) with Andrew, providing considerable phone
support to establish a positive rapport and linking Andrew with the TAFE (in the neighbouring town) to provide
him with twice weekly support with his schoolwork. He came to realise after much teacher persistence that
teachers really did want to help him achieve his goals. He wasnt a student who could sit still in a classroom for six
hours per day. Teachers visited Andrew in the months leading up to the School Certificate, finding him droving
with his grandfather between Hay and Ivanhoe. He had gone droving for several months to get out of his
hometown, where he was on the verge of getting into trouble in the community. He was working during the day
and doing his schoolwork at night. His grandfather was illiterate and so progress with schoolwork was up to
Andrew. When teachers found Andrew on the road droving, the smile on his face when he saw the staff was
spectacular. He was outside droving a thousand head of cattle, with 25 dogs and a dozen horses. He had tidied up
the van to make room for the teachers, got his grandfather to purchase morning tea when he was last in town
and made the teachers tea/coffee. He worked with teachers for several hours. He was cooperative and
enthusiastic. Teachers reported that they had some great laughs and Andrew showed them with pride all his
horses and dogs. This was a different boy who 18 months earlier has created three critical incidents in three days
at his home school. Andrew completed the School Certificate; something that had seemed previously to be a very
remote possibility. He now has a permanent job and still cant believe the impossible was made possible.
Features of Andrews story are typical of many students who are supported through the Alternate Programs at
DSODE.
Enrolments in Alternate Program May 2012
Females
Males
77
ATSI
39 (45%)
BD
35 (40%)
MH
14
Others
37
Total Students
86
BD/MH 56%
Middle Years
The Middle Years Program at DSODE began development in 2008 and has grown into a fully functioning support
program for students in stage 3 and 4. Key aspects of the development include:
Structuring student class groups and assigning teachers to support these groups. Students have
timetables, term planners and structured lesson times via satellite and teleconferences. Students have
developed more effective time management practices and accountability for timetabled lessons with
their teachers.
An introduction DVD and booklet for students in Year 7 & 8 introduces middle years students to Distance
Education, the school, their Student Advisers and the subjects they will participate in for secondary
school.
The development of a two-year scope and sequence, which outlines the topics taught by all KLAs across
stage 4. Staff have cooperated to develop a scope and sequence which brings Year 7 & 8 into line with
National Curriculum requirements.
The development of a number of cross-curricular units, which have been built into the two-year scope
and sequence (Stage 4). Examples include: Unreal Shoes, All About Me, My Virtual Museum and
Save our Stripes. These cross-KLA units have been prepared for both paper-based and digital delivery.
Further development of integrated units is currently being planned and units will be written to
incorporate the cross-curricular perspectives outlined in the National curriculum i.e. Asian, Aboriginal and
Sustainability perspectives e.g. the Save our Stripes unit incorporates both Asian and sustainability
concepts.
Opportunity to work with middle years students during residential camps each term. Stage 4 students are
placed together for themed workshops and excursion opportunities.
A Middle Years Camp is held in term 4 each year, where Year 6 students are invited to participate in a
combined project with Year 7 & 8 students. In 2013, the students will engage in project based challenges,
which encourage and develop collegial and team building skills.
The appointment of a Year 7 Student Adviser at the end of term 3 to facilitate relationship building with
Year 6 students transitioning into Year 7.
Support for student literacy and numeracy skills using skills booklets and providing allocated time to
develop specific skills each week.
The enhancement of enrolment procedures for incoming Year 7 and 8 students enabling better
communication between Student Advisers, teachers and the mailroom and facilitating work preparation
and distribution in a timely fashion.
The preparation and distribution of Middle Years Resource Kits for new students in Years 7 and 8. All
students in the Middle Years Program are issued with a kit of resources (e.g. paints, hammer, saw, atlas,
dictionary, calculator & stationary items), which is sent to the student for use during the time that they
are enrolled with DSODE. Teachers are aware of the items in the kits and refer to the use of the materials
and resources in the delivery of their courses.
The Middle Years Program is supported by staff from every KLA across the school. Regular meetings and updated
information about students are communicated effectively and efficiently. Students are given opportunities to be
supported in their learning both in a collegial environment and as individuals. The Program undertakes regular
reviews of student and teaching practices, curriculum requirements and use of technologies to support blended
learning opportunities.
Young Parents and Crche

Dubbo School of Distance Education runs a variety of programs to help support students who have disengaged
from mainstream for a range of complex issues, which may affect their ability to focus on learning.
Due to the complexity and variety of individual student situations, a case management strategy is adopted
through the use of the Personal Learning Plans (PLPs) in partnership with welfare advisors, parents/carers and
students. This process often requires home visits, meetings with relevant welfare agencies and past school
counsellors and teachers.
The Young Parent Program increased enrolments from 30 students in 2012 to 40 students in 2013. The school
offers crche facilities one day per week for local and visiting students to allow them to use the Learning Centre,
access support from teachers or the internet (which many of them cannot afford at home). Most young parents
do not have access to suitable childcare, especially in small country towns. This lack of access impacts greatly on
their ability to stay engaged with school. Other personal circumstances such as health issues (their own and the
babies), little or no family support, housing and partners, prevent them from returning to their local school.
Other strategies used to support young parents are workshops, newsletters, partnerships or communication with
relevant government agencies such as community health.
See Appendix 1: Role statements
Dubbo Learning Centre

The Dubbo Distance Education Learning Centre involves four regular staff and operates two days per week.
Distance education welfare staff identified a need for local students to have a safe, constructive, reliable/regular
environment to attend and study in order to engage in schoolwork and have access to teachers and the internet.
For some students who have school phobia or who have been bullied, the learning centre is an important part of
their transition back to mainstream and society. Currently twelve students use the centre. Placement involves
identification by welfare advisors or teachers, risk assessments and consultation with parent/ carers, PLPs, and
negotiated teaching timetables between student, teachers and Learning Centre staff. Individualised workshops
are at times organised and presented by Learning Centre staff depending on clientele and circumstance.
Youth Education Support Program

The YES program was developed to cater for the increased School Leaving Age (age 17 years). YESP provides
support through the development of a range of relevant, engaging school-based courses, which give students the
confidence and skills for transition into the workplace or other suitable training provider. Many of the students
enrolled in this course through distance education, are unable to attend local schools or TAFE colleges due to
issues such as behaviour, mental health or isolation; many have a history of school refusal and have been
disengaged for large periods of their school life. The YES program appeals to many parents/carers who have to be
engaged before any successful attempt is made to engage the child (for example, a farmer who does not see
the value in sending his 16 year-old to school will see the value in his son participating in courses that allow him
to develop skills in droving and mustering sheep! Once these courses gain his attention, it is easier to sell the
Literacy and Numeracy Programs. Literacy and numeracy levels for these students are often of major concern.
The YES program also involves case management processes through Personal Individual Education Plans, regular
communication and planning with the welfare advisors, career and transition advisors and other relevant training
providers and outside agencies such as local Police Citizen Youth Clubs, and the Youth Connections Program.
Emphasis is placed on providing opportunities for YESP students to participate in work experience and community
work to build confidence and work ready skills in order to enhance transition to the work place. There are
currently 30 students enrolled in the YES program.
Autism Support Program

Dubbo School of Distance Education has developed successful programs to support some students with Aspergers
or students on the Autism spectrum, who have been unable to continue their education in a face-to-face school.
The number of enrolments in this category as of 10th May is thirteen. Thirty-two staff have completed a two day
blended learning program to help develop staff understanding and skills in providing quality educational services
for these students.
Aboriginal Student Support

In 2006 DSODE enrolled approximately 20 Aboriginal students, primarily under the behaviour difficult category,
and at this time there were no DSODE programs specifically targeted for Aboriginal students. In 2006 DSODE
recognised the need to address this situation and, through a merit selection process, employed an Aboriginal staff
member Vanessa Duncan to support Aboriginal student enrolments and assist in the planning of targeted
Aboriginal programs. DSODE began a Crche to support students enrolled as Young parents. The crche enabled
these students to attend lessons at school as they could bring their children with them. The majority of Young
Parents enrolled in distance education do not have the financial means to pay for childcare and often do not have
family or other support to assist with childcare available to them.
In 2007 DSODE began constructing personal learning plans (PLPs) for all fulltime and part-time Aboriginal
students. These were constructed in consultation with the student, the students family or carer and other
support persons as appropriate. When possible the PLPs were negotiated through a home visit or at a suitable
location in the students local community. Vanessa was able to open doors that previously non-Aboriginal staff
had not been able to enter. Having an Aboriginal staff member attend these home visits became integral to the
forming of relationships with Aboriginal students and their families or carers.
On one occasion two staff attended a meeting with an Aboriginal students family in Wellington. The family
would not allow the staff entry into their home nor speak with them. The following week the same staff attended
the home again, this time accompanied by Vanessa, who was invited into the home. After Vanessa explained the
purpose of the visit the other staff members were welcomed into the home to complete the PLP and to work with
the family.
In 2008 DSODEs Aboriginal student enrolment increased to approximately 40 students. This enrolment included
students enrolled as isolated or young parents as well as the previous behaviour enrolments. The Norta Norta
program was introduced, funding Aboriginal students to attend the school for additional support through tutoring
and lessons with teachers. The Links to Lincoln program began in 2008 with teachers regularly visiting
Aboriginal Students resident at the Orana Juvenile Justice centre in Dubbo. This program has complemented the
existing programs at Lincoln and allowed students to re-engage with their education in order to achieve various
accreditations including School Certificate and Higher School Certificate.
In 2009 DSODE employed an additional Aboriginal staff member as an administration officer to expand the
support for Aboriginal students. Enrolments increased again. The school sought to employ Aboriginal support
staff where possible at outreach centres where students could attend several hours each week to access support
with managing their schoolwork and return of work. Regular visits from DSODE staff including Aboriginal staff
members to these centres supported the relationships with the Aboriginal students and the support staff. The
school also focused staff professional learning on Aboriginal culture, pedagogies and implementing the state
Aboriginal Education Plan.
In 2010 DSODE employed the first Aboriginal teacher and enrolments increased to approximately 60 students.
DSODE made stronger links with community groups to help work with our Aboriginal Students. The Principal and
Aboriginal support staff continued to attend monthly Dubbo Aboriginal Education Community Group meetings
providing updates of the schools Aboriginal support programs and students educational and social
achievements.
In 2011 enrolments increased again. Vanessa Duncan completed her teacher training and was employed as a
teacher at DSODE. The Principal sought to employ additional administration staff through the NSW Department of
Education and Communities initiative to employ more Aboriginal staff. Through this merit selection process two
additional Aboriginal administration staff Kim Simpson and Maxine Toomey were employed. In 2011 restructure
of the Aboriginal Education Team occurred, with a commitment to meet each fortnight. Positive outcomes
include increased numbers of students engaging in Aboriginal Studies as part of their stage 6 curricula, a student
from our Aboriginal Studies class achieving the highest mark for the 2011 HSC in that subject.
In 2012 DSODE enrolled 98 fulltime and part-time Aboriginal students and 45 Aboriginal students enrolled as
single course enrolments. DSODE has two permanent Aboriginal teachers and two permanent administration staff
employed. This year saw the opening of the Dubbo Learning Centre with an Aboriginal teacher working in the
centre to bridge the gap between students and the school community. DSODE has always celebrated Naidoc week
during a residential camp, and now also celebrates Reconciliation week. DSODE has an Aboriginal teacher trained
to deliver the Aboriginal Pedagogies Course. Key Learning Areas (KLAs) have a renewed pedagogical focus and the
links to community that have been developed have led to the resourcing of faculties by a local elder to assist with
embedding more Aboriginal perspectives into the programs delivered through many of the KLAs. The Orana
Connected Learning Community (OCLC) program has also worked extensively with a local elder to develop
learning materials that are culturally appropriate and meet our students needs. The Norta Norta program
continues with Aboriginal students identified being given additional tutoring and support towards the
achievement of identified learning outcomes. DSODE is an active member of the Dubbo AECG with representation
at every AECG meeting and provides an annual presentation to the AECG detailing programs and student
achievements. DSODE has eight staff volunteering as tutors at a community based after school program for
Aboriginal students from all schools in the Dubbo area.
In 2013, 137 Aboriginal students enrolled in DSODE in fulltime and part-time programs and 45 Aboriginal students
enrolled as single course students. As in previous years DSODE continues to employ Aboriginal staff to work with
all students. In 2013 two DSODE members of the teaching staff attended the Aboriginal Education Distance
Education Network Conference, which was held in Queanbeyan at Karabar High School. This conference led to the
establishment of projects to develop and share resources across the distance education network.
DSODE staff are working with members of the local Aboriginal Community. During the past 18 months teachers
have worked with a local Elder, who has undertaken to create a learning resource for all schools in the Dubbo
area to use that includes stories of the Past and Present. DSODE staff have also worked closely with Buninyong
Public School on the development of a resource that can be used across the two schools focusing on local cultures
and histories in keeping with the Australian curriculum implementation.
Single Course Delivery

DSODE operates a Single Course program, which enables schools across the state to access subjects for their
students that they are unable to offer in the home school. Through the single course program DSODE provides a
valuable equity service for rural students and schools by allowing the home school to supplement the range of
subject choices available. In 2013, 571 students from over 100 NSW schools, enrolled in single course subjects.
DSODE caters for students, who may not be able to fit their home schools timetable, and also for schools when
changes in teaching staff occur that impact on the delivery of the subject at the home school. Student mobility is
another reason a student may access the Single Course program. The service enables small schools to maintain
senior enrolments by allowing students to access a broader curriculum.
Lessons are often conducted through weekly telephone, video-conference, adobe connect or skype sessions.
Teachers maintain close contact via regular e-mail and telephone communication. When possible, student
interaction is encouraged via forums, Moodle, multi-party conferencing and other means. Also when possible the
single course program is enhanced by the schools Field Services program and participation in residential
workshops held at the DSODE, with students accommodated in the hostel. Our flexible delivery enables us to
meet the needs of multiple school timetables and methods of operation. An example of DSODEs ability to
accommodate schools is the offering of compressed Preliminary/HSC course pattern to complement Hay War
Memorial High Schools implementation of compressed mode delivery.
Some outstanding results have been achieved over time with our single course enrolments. For example in 2011 a
student studying Aboriginal Studies gained first position in the state in the course.
Single Course students undertaking a Stage 6 course involving a major work in the Technology and Applied
Studies (TAS) KLA receive a maximum of four face-to-face visits with their teacher in the HSC year (this can be a
combination of a student travelling to Dubbo or a teacher visiting the home school). These face-toface workshops provide students with valuable instruction and support. In TAS some of these workshops occur
on weekends and in school holidays to help students minimise time away from their home school.
In Vocational Education Training (VET) courses students receive regular opportunities to engage in workshops
designed to allow students to develop and demonstrate course competencies. For example Hospitality
Workshops occur on a term basis for Stage 6 students. On average, a workshop occurs over a 2-day period. These
workshops allow for practical competency development and assessment and are critical to the delivery of VET via
distance education. Workshop venues vary from onsite (DSODE) to commercial/non-commercial kitchens (home
school) and community locales e.g. a Bowling Club in the students home town.
The students of DSODE who study Science subjects receive lessons following a blended pedagogy. Synchronous
opportunities are delivered in real time by their Science teachers, using technologies including video-conference,
satellite, email and telephone.
The asynchronous mode allows students to access the DSODE moodle website with a link to their specific subject
area. From this site students download weekly work, participate in online quizzes and assignments and upload
their completed tasks. The DSODE moodle also has discussion forums, wikis and recordings of lessons following
the flipped classroom model. The full use of digital technology means students can fully participate in classes
delivered by expert teachers which support individual learning needs. Teachers and students are encouraged to
communicate weekly via email and phone.
See Appendix 2: Delivery of Physics at Dubbo School of Distance Education
HSC Seminars
Dubbo School of Distance Education has organised and hosted the annual two day Western Region HSC
Enrichment Seminars for over 20 years. HSC students from rural New South Wales take part in a program of
enrichment seminars held on the Thursday and Friday immediately before the long weekend in June at
the Dubbo RSL Memorial Club. The aim of these seminars is to maximise the marks of country students by
providing them with the most up-to-date information.
In 2013 over 500 Year 12 students from as far as Inverell, Young, Blue Mountains and Menindee attended the
seminars. Former HSC markers, authors of text books and study guides, university lecturers and teachers, as well
as careers advisers made up the vast array of seminar leaders. Over 35 HSC presenters from Sydney flew to
Dubbo to lecture the students and their teachers. Students selected 11 lectures from an offering of over 144.
Lectures such as these are usually only offered in the Sydney Metropolitan region with extremely high fees. Some
may cost $65 for one lecture whereas in Dubbo attendance for the two days costs $70.
The aim of the seminars is to put students from rural and regional NSW on a similar footing to their city-based
counterparts by providing insight as to how students can best achieve success in the various courses they may be
presenting for at the HSC examination. Former HSC markers and supervisors provide students with a behind-thescenes look at the way examination papers are marked in different subjects. The sessions are very practical and
give students a better understanding of what certain questions mean and how they can be best
answered. Lectures specifically address what the HSC Examiners and markers are looking for in responses.
Many of the students came from smaller and more isolated schools without careers staff. Rural schools often
have very young teachers who have not had the opportunity to mark HSC papers, hence the seminars are vitally
important to those teachers and their students.
The organising committee of the Seminars consists of a group of 4 teachers from the Dubbo School of Distance
Education. The Committees task is to coordinate the presenters and the schools and the various venues.
Specifically the committee:
locates recognised presenters, organises their flights, accommodation, timetables the 168 lectures;
oversees the payment of schools casual relief;
organises transport and meals for the presenters while they are in Dubbo;
liaises with over 40 schools seeking information about the courses and content that is required to be
covered in the various lectures;
organises the collection of fees from students, equipment at each of the 14 venues; and
prints resource materials provided by presenters for students and run the 2 days
10
Teaching Practices
Changing Practices Survey 2007 to 2012
Work Practices Survey July 2007
A survey of how staff spent their time was undertaken to ascertain how technology had impacted on the daily
teaching and learning of teachers. We wanted to find out how Executive, Year Advisors and Classroom Teachers
spent their time. Eleven Head Teachers, five Year Advisors and seventeen Classroom Teachers completed the
Running Record sheets for five days.
The summary of the data showed that Head Teachers and Year Advisors spent most of their time on role specific
tasks, while teachers spent most time on marking and providing students with written feedback. In total all three
groups spent over half their time on teaching activities. Communication with students, supervisors and other
staff also constituted a significant part of the average day. This communication took various forms with phone
calls being the major mode of communication.
A significant number of teachers mentioned a fractured day or, the time spent in meetings did not allow them
large blocks of time to complete teaching tasks. As a result of this information the school introduced, in 2008, the
core teaching time from 9:30am to 1:00pm when no meetings could be held. Meeting times, apart from Executive
and Head Teacher Meetings were set for 1:30 to 2:00pm each day.
As 33 out of 135 staff completed the survey it could be considered just a sample however the summary of results
and anecdotal comments were taken to a full staff meeting for open discussion resulting in the following
observations and decisions;
there is no such thing as a typical day or week
all teachers should have personal timetables available so that if they were absent, communication with
their students about the absence could happen as soon as possible
core teaching time needed to be introduced
meetings could only occur at set times and regular meetings should appear on the school calendar.
Technology Supported Lessons

The range of students at DSODE is supported with different technologies based on the nature of their enrolment
and their educational stage.
All students have the opportunity of participating in telephone lessons, which are provided through a 30-channel
telephone service. These lessons may be one-on-one e.g. single course students or students studying at home, or
as a group of students in a teleconference setting e.g. Middle Years students.
Primary isolated students access a satellite service provision with lessons transmitted from our studio each week.
Secondary isolated students may also access a satellite service provision with lessons provided from our studio at
times when the studio is not being used for primary students.
Secondary single course students have the opportunity of Video Conference (VC) lessons provided from one of
our four VC delivery rooms.
Stage 5 and 6 students have a Digital Education Revolution (DER) laptop, which is used to access learning
materials and complete set work.
The school has two Connected Classrooms which act as backup VC units and also allow for participation in the
Distance and Rural Technology Connections program.
Single course students may also use Bridgit for screen and desktop sharing and Remote Access to allow the
student to demonstrate something on their computer.
11
The school subscribes to Clickview, which is a facility that allows students to see video recordings provided by
licenced vendors and the schools video recordings of free to air television.
ClaroRead Pro is being used to produce audio versions of printed materials for students. This allows students with
poor reading or eyesight to be provided with audio versions of written materials.
In 2013 DSOE is planning to expand the use of Adobe Connect and Skype to provide students with more lesson
times with teachers and peers.
Online Learning Moodle

The School has been using Moodle to provide online course materials to students since 2007.
The school now offers courses via Moodle for students across the school. Staff have been offered professional
learning to create courses or offered clerical assistance to place the materials on the site for them.
Total activities on DSODE Moodle (January to October 2013)
12
Total Logins for DSODE Moodle2013
Most participated courses in DSODE Moodle 2013
13
Residential Camps
The DSODE hostel is used to provide valuable opportunities for students and parents to come and work together
and share experiences learning by distance education. Such opportunities help to break down the potential
feelings of isolation and loneliness, which may be experienced by young people working on their schoolwork
alone. The relationships and sense of belonging to the school and society engendered by regular camps must not
be underestimated.
Each term the staff provide extensive support and planning to run camps for students and, in the case of
preschool and primary students, parents and carers.
Year Group
Parents
attending
Duration
Approximate
number of
students (and
parents)
Terms
Y/N
Offsite
accommodation
needed
Preschool
3 to 5 days
Up to 40
1, 2, 3 and 4
Sometimes not
often
Primary
4 to 5 days
Up to 40
1,2,3 and 4
Sometimes not
often
Years 7 to 10
5 days
Up to 50
1,2 and 3
Sometimes
Years 11 and 12
5 days
Up to 50
1,2 and 3
Sometimes
Middle Years
5 days
Up to 30
Sometimes
5 days
Up to 50
Usually
Music Camp
2-3 days
20 to 30
2 or 3
No
Languages
Camp
2-3 days
25 to 50
2 or 3
No
Years 6 to 11
(Muster Camp)
In addition to the camps above DSODE provides regular specialist camps and workshops to support students
studying VET, TAS and Science courses as these all require completion of practical activities.
DSODE also supports external use of the hostel by Xsel, Western Access Program, visiting schools, DSODE parents
and various groups requiring meeting facilities. DSODE charges a fee to public schools to cover running costs for
the hostel including cleaning, which can be quite expensive. Non-government agencies are charged more.
14
Languages Program
What is essential for teaching and learning in Languages?
Item
More information
Telephone lessons to single course

school, mobile phones or home
phones
Languages provide 30-minute lessons to students once a week. This is the

instructional period provided to students and the opportunity for students
to work on speaking and listening skills. These skills are an integral part of
learning a language.
Video Conference lessons
Video Conference lessons provide teachers the opportunity to physically

show essential components of programs in order to cover the curriculum
utilizing other equipment such as sound devices and overhead projection
of hand written materials
- Over head
-Video display
-Computer monitor
- listening device with speakers
Thumb drives and CDs
Essential tools for delivering the course matching in with using ICT in the
programs. All language students receive and use either a thumb drive or
CD in their courses
Resources such as magazines,

books, DVDs , dictionaries
Again an integral part of the courses offered, providing an opportunity for

students to see the languages in action. These resources are updated on a
regular basis and occasionally need purchase more due to loss or damaged
once returned.
Language Camp
The language camp is vital for students to utilize language learnt with
other students and their teacher. It provides an opportunity for teachers to
assess students skills and provide quality teaching instructions and
feedback.
Professional development
A requirement of Languages teachers is to remain updated and maintain

knowledge of teaching area and curriculum.
New Scheme teachers are expected to attend and maintain abilities for
their accreditation.
15
Distance Education Networks

English
The English Network comprises representatives from various Distance Education Centres across the state
including Dubbo, Karabar, Southern Cross, Sydney and Camden Haven. The Network was newly established at the
DE Symposium held in Sydney in 2012 for the purpose of re-establishing a network that had petered out in
previous years and importantly to share the burden of writing for the new Australian curriculum.
The network has continued to communicate effectively via various modes since 2012. In March 2013 the Network
held a conference in Canberra with attendance from each DE centre to develop protocols for writing units for the
new BOS English Syllabus. With guidance from Prue Greene the English Advisor 7-12 from the Secondary
Education Directorate Learning and Leadership, participants agreed upon a conceptual method of programming.
Protocols for writing styles and accepting work from one another were developed and the audit of current
materials/programs was considered. Scope and sequences for each of the years 7, 8 and 9 were developed. (Year
10 is still in draft form.) Since then the DECs have consulted via e-mail and VC with a further opportunity in June
2013 to meet face-to-face at the 2013 DE Symposium. Each DEC has taken on a number of units to write with an
allocated critical friend from another DEC for the purpose of editing and critiquing.
Units are slowly being circulated for proofing.
Science
The Science Network is comprised of stakeholders from various Distance Education Centres (DECs) across the
state including Dubbo, Karabar, Southern Cross, Sydney and Camden Haven. The Network was tasked with
sharing resources and agreed to create resources for a blended mode of learning for the new Australian
curriculum.
The network collaborated on ideas and resources to develop a Scope and Sequence for each of Years 7 and 9.
Since then the DECs have consulted via e-mail, Videoconference, Google applications and shared via Equella.
DSoDE has focused on developing resources for the e-learning courses in Years 7 and 9 supplemented with
resources developed by other DECs.
Aboriginal Education Network

At the DE Symposium held in Sydney in 2012 the Aboriginal Education Network had a planning meeting, which
included members from Dubbo, Karabar, Southern Cross, Sydney and Camden Haven. This meeting has led to a
greater involvement in the network for the purpose of developing learning materials ready for the
implementation of the National Curriculum in 2014.
It was decided to utilise the network funds to conduct an Aboriginal Education Network Conference, which was
hosted by Karabar Distance Education School in term 1 2013 with a view to all DECs being involved in the
development of resources for sharing. The conference centred on the use of available teaching materials that can
be accessed through the National Museum and the further development of units of work for all DECs to deliver.
Since then the DECs have consulted via e-mail and videoconference with a number of projects being undertaken
and resources being developed that will be shared amongst the DECs when they are completed.
16
15-17 Leaving Age Network Group

The 15-17 Leaving Age network group was formed in 2012 as a result of the increased school leaving age and the
subsequent need for support in all distance education schools regarding new policies and resources to support
students. Distance Education Centres (DECs) from across the state are represented by 18 active members, who
are coordinated by Karyn Burgun from DSoDE.
Network meetings have seen this newly formed group benefit from the experience of Dianne Hennessy (former
Student Engagement Officer), Sue Sim, (TAFE Pathways) and Dr Nicole Mockler (University of Newcastle; New
School Leaving age; Consulting Young People Report). The opportunity to liaise with outside agencies and experts
has ensured the group has gained detailed advice and insight into the requirements needed to support individual
students.
The group have developed a wide variety of school based courses, which have successfully engaged many
students. DSoDEs Interest to Income course was endorsed by the Board of Studies in 2013 and will be offered
as a 2 Unit Stage 6 course in all DECs in 2014.This course has proven to be an integral resource in engaging
students by catering for individual interests ranging from pig hunting to gaming.
DSoDE Youth Education Support program (YES) has been successful in engaging students and transitioning them
into further training or Careers using a case managed model and outside partnerships such as Mission Australia.
This model has been adopted by two other Distance Ed centres in the Network group.
The 15-17 network continues to work towards developing and sharing resources to engage students and assist
them to make valuable contributions to the community and workplace.
Middle Years
The Middle Years network was formed in October 2012 with our inaugural conference held in Dubbo. At this time,
16 delegates from across all the DE secondary schools in 4 KLA areas (English, Science, HSIE & Visual Arts)
discussed ideas relating to writing a Cross-curriculum unit which would address the new Australian curriculum
priorities of Asia and Australias engagement with Asia and sustainability, whilst also applying Project-Based
Learning (PBL) concepts.
The team developed ideas and an outline for a 5 week unit addressing issues about tiger conservation titled Save
Our Stripes. The Big (PBL) question, What can I as an individual do to make a difference to tiger conservation?
is set to inspire ideas from students to contribute to the conservation theme. It allows students the ability to
contribute and problem-solve solutions to a real-life situation. In this unit, students learn about and develop a
clear understanding of the issues which are threatening the tiger species in Asian countries. The 5 Es instructional
design model (Engage, Explore, Explain, Extend, Evaluate) has been used as the framework for writing the crossKLA unit, allowing the students to build on their knowledge and apply it in a practical way for the final week.
Week 6, term 3, saw the completion of the unit and implemented as a trial with Year 8 at Dubbo School of
Distance Education. The unit has been presented to students as a paper-based unit which is easily separated into
the KLA subjects for marking, and it is supported with a digital portfolio of resources (videos, pdfs & other
supporting docs) on a USB drive. There is a student version and a teacher version of the portfolios for each week.
These resources were showcased at a PBL network meeting in Sydney and representatives were given a copy each
to take back to their DE school. Representatives of the Curriculum Directorate have also shown a keen interest in
the unit. Plans are now underway to support the delivery of Save Our Stripes within the various DE schools,
whereby staff from DSODE plan to run workshops to assist in implementing the unit with staff/students in each
centre on request.
17
Student Welfare
As of May, 2012 the DSODE Welfare team has 25 Student Advisors (SAs) working with secondary students, with
new SAs coming on board as numbers in a particular cohort grow. Each SA provides care and support for up to
twenty DSODE students. The following information details some of the work undertaken by SAs and teachers.
Student Advisors:
Commence the process of getting to know the student and family/supervisor by reading information
gathered during the enrolment process and making initial contact. The initial phone call is very important
and can make the difference between the student engaging and not. This phone call is often the first
contact the student and their supervisor have with the teaching staff and is integral in bridging the gap
between what they know and what they need to know.
When a student is enrolled, check that students have been allocated teachers for their various subjects
and ensure that the initial work is sent in appropriate time, set up distribution lists for all of the students
on their case loads and keep all of the teachers informed of issues and or changes that have occurred for
a particular student on any given day.
Keep track of student attendance and ensure that teachers are monitor this on the required tracking
devices.
Become the contact person for the student and the students support network regarding any issues,
problems and concerns that they may have.
Coordinate students participation in whole school activities such as residential camps, completing a
range of administration requirements relating to the planning and running of the camp as well as
ensuring student participation requirements are met.
Often act as overnight camp supervisors, coordinate student transports and assist families with medical
and permission documentation.
Complete Personal Learning Plans for all out of homecare, Aboriginal and Autism Spectrum students and
assist teachers complete the teaching and learning strategies for each individual student and updates as
required.
Liaise with the student engagement and attendance coordinator and Welfare Head teacher when issues
of attendance arise and ensure that the appropriate action is taken to see if the student can be
reengaged.
Are integral in the transition process, assisting students return to mainstream school.
Organise resources for students, enabling them the meet their learning needs e.g. assisting students
access a DER Laptop if they are eligible and we ensuring students are enrolled in Moodle.
Set up and maintain student lesson timetables for them as well, responding to teachers enquires
regarding the issuing of warning letters and updating the lists of students with Mental Health needs and
their status relating to warning letters.
Are required to attend fortnightly meetings where they can be involved in Professional Development to
enable them to complete this Pastoral Care role in the most satisfactory manner possible.
With a large number of Mental Health enrolments it is essential that all Student Advisors are
knowledgeable of, and possess skills in dealing with, Mental Health issues as well as a range of other skills
including dealing with difficult people and bullying behaviours.
Are represented on the Cyber safety, Mind Matters, Aboriginal Education and Anti- bullying Committees,
who are all working together on a range of programs and projects that will see all staff are able to better
deal with our current clientele.
Ensure that students are recognised through the schools Merit system and ensure that students who are
engaged and achieving are recognised for their progress. It gives the family a sense of pride to have these
certificates awarded to their student.
18
Initiate and support the processes involved in supporting student attendance at Learning Centres across
the state.
Ensure that semester reports are completed for each of their 20 students and complete all the required
administrative tasks to make that happen.
Through staff meetings provide professional learning activities and ensure staff are informed about
processes to support particular groups of students
Enrolments have grown significantly in the areas of Alternate Programs, Autism Spectrum Disorder and Young
Parents. Specialist Student Advisors have been assigned to specific groups of students with unique learning needs.
Student Representative Council (SRC)

In 2013 the student body elected 15 students to the Student Representative Council. The students were initially
nominated by their peers and as such it is hoped that the views they put forward as part of their roles are the
views of the wider student community. This year there has been a focus on having the SRC becoming more
accountable for the programs that they have developed.
The SRC has been involved in a number of fundraising events. SRC were involved in Crazy Hair Day term 3 raising
funds for Relay for Life. On the day students raised funds by supplying the other students with products to allow
them to compete with each other for the craziest hairdo. At lunch time the students cooked and served the BBQ
and undertook to busk for the diners entertainment.
Students planned a multicultural dinner for 7-10 residential camp in term 3 this involved all students at the camp
being placed in teams and assisting with the cooking of the food. It was a successful night with students really
enjoying a range of food from six cultures. This menu also gave some students the opportunity to sample foods
they had previously not tried. SRC have planning a car wash in term 4 muster camp and a BBQ in order to raise
funds for new hostel equipment.
The final project for this year is the compilation of a handy hints book that will be published and sold to staff and
students as well as the wider community. Students are starting to collate ideas for a recycling book to publish in
2014. In the past the students have produced a recipe book and this was very well received they hope that the
recycling book will also be as successful.
19
Student Engagement and Attendance

The position of Student Engagement and Attendance Coordinator (SEAC) was created in term three 2011 to assist
in the identification and monitoring of students who were at risk of non-engagement. The increase in the rate of
disengagement stemmed from the increase in the school leaving age to 17. Students, who would have previously
left at the end of year 10, were staying on at school. This resulted in teachers spending time seeking to engage
with some students who were not effectively participating.
The Student Engagement and Attendance Coordinator has the following responsibilities;
Processing and reviewing Enrolments 7-12

This involves the completion of enrolment enquiry data, and the instigation of Access Request Forms when
needed.
Each term review meetings are conducted with School Education Group (SEG) welfare consultants from three
regions and twelve SEGs regarding the students that they have referred to DSODE. These reviews are conducted
to provide feedback on case managed students and identify students that require further follow up from the
Home School Liaison Program (HSLP) team.
See Appendix 3: Bathurst SEG Reviews
Coordinating Outreach Centres

Outreach Centres have been established in areas where there are clusters of DSODE students requiring support
to engage in educational programs. These students have been unsuccessful in their local school and in the
majority of cases have a diagnosed disability.
DSODE provides a range of supports to ensure the outreach centres successfully support these students. These
supports include:
Establishing a partnership with a local community organisation to access a public venue where students
can attend and access telephone and internet
Funding to employ local teachers or SASS (depending on availability) to work with students
Provision of computers and other technologies
Purposefully designed curricula and support materials
Visits from distance education teachers
Construction of personal learning plans for each student
20
Parkes Outreach Centre

Dubbo School of Distance Education in collaboration with Centacare, Parkes Neighbourhood Centre and the
Parkes Shire Library, has established an Outreach Centre in Parkes for DSODE students. Parkes was identified as
an area with a high number of students at risk of disengagement. The centre currently has six students attending
three days per week. The centre provides the students with a room where they can access phone lessons with
their teachers and assistance from a DSODE teacher employed at the Centre. DSODE teachers from Dubbo visit
the Centre fortnightly to work with students. This centre has been a great success for these students and is seen
as very positive by the greater community.
Wellington Outreach Centre
DSoDE has provided a Learning Centre in Wellington since 2008. This centre allows for DSoDE students to attend
and receive assistance from a staff member employed in Wellington by DSODE and is serviced with regular visits
from DSODE teachers.
Orange Outreach Centre
DSoDE supports a significant number of students in Orange who are accessing support from the Pine Lodge
Health Facility. These students are supported with a teacher employed in Orange by DSoDe two days a week and
fortnightly field visits from Dubbo based teachers.
Bourke Outreach Centre
Late in 2012 DSoDE joined a partnership with several agencies to establish the Yarrpai Paka-ma (My Very own
Learning; My Very Own Song) Learning Centre in Bourke. This centre allows for eight students to attend and get
assistance from a teacher on site three days per week and to access a range of other services including breakfast
and health assessments. DSODE teachers based in Dubbo are teaching Design and Technology and Science.
Monitoring Attendance and Participation

Students at risk of non-engagement are identified through staff use of fortnightly monitoring sheets. Teachers are
required to record students who have not engaged in a lesson with them in the previous two week period.
Relevant letters to parents/carers are then sent to try to re-engage the student. Letters sent out to students at
risk of non-engagement are recorded on the tracking spreadsheet (see below).
Each term Centrelink require reviews of a random sample of students. The students, who are sampled, need to be
assessed on their attendance and participation. Another requirement of this position is to complete mobility and
Get smart data each term and send to the relevant Student Welfare Consultants.
See Appendix 4: DSODE Student Participation and Attendance Statement of Practice
21
Attendance plan
developed with
HSLO
Mobility Tracker
GET SMART
referral
Date
Out of home
Care? Y/N
Letter 3 sent:
Date
HSLO referral
sent:
Student Review
Completed
Sent: Date
Letter 2
Sent: Date
Letter 1
CS &/or CWU
notified: Date
location
Year
Date
Surname, Name
2012 Attendance Tracking Spreadsheet Extract (Students names removed)
Comments:
1/05/12 Option for student to close enrolment
07.10.
1995
11
Mudgee
05/04/12
Deniliquin
28/02/12
Bogan
Gate
28/02/12
Comments:
30.08.
1995
11
Comments:
06.10.
1995
11
31/1/12
31/1/12
31/1/12
Comments:
22.03.
Temo
11
28/02/12
1995
ra
Comments:
Letter to close enrolment over 17 and no contact 22/03/12
Monitoring special class

Due to poor engagement of some students and the large amount of time it takes to try and re-engage them, the
SEAC is assigned a welfare adviser role. This welfare role requires the following up of students who have not been
engaged in their schooling for the previous ten week period. This role requires the SEAC to liaise with various
community organisations to try and offer further support for some of our students.
Monitoring Out of Home Care students

Students in department of community out-of-home care are living in an environment provided by government
funded private organisations. The students have multiple disabilities. They are isolated from their families and are
supervised by multiple carers on a rotational basis.
DSODE currently have 30 OHC students. These students require the construction and implementation of specific
individual education plans, which require yearly review as a minimum.
22
Field Services
Preschool Field Services
Preschool Field Services form an important part of the Preschool program that we offer at Dubbo School of
Distance Education.
We offer most of our students a home visit if it is viable (cost effective). We also offer four camps in Dubbo, one
each term where our students can attend and meet their teachers, work with the other students in our program
and develop their social skills.
Home Visits:
Provide both the supervisor and the student with a sense of belonging to a Preschool.
Provide an opportunity for the teacher to work one on one with the student to access their educational
progress.
Work with the supervisor (parent) to suggest activities, which will address areas of need and further
develop the childs skills.
Build a strong rapport with both the child and the supervisor.
Provide an opportunity for the supervisor to discuss the work sent and ask questions about the
implantation of their childs preschool program.
Provide the teacher with an opportunity to inform the supervisor of the latest developments in early
childhood pedagogy.
Support supervisors with a range of activities and ideas to enhance their childs development.
Discuss with the supervisor strategies they can use to prepare their preschool student for their transition
to school.
See Appendix 5: Additional Data Relating to Field Services
Primary Field Services

During 2013 primary field services include Home Visits with 38 students and their supervisors receiving visits from
DSODE teachers. The students came from enrolment categories geographically isolated, special needs (Autism),
special needs (behaviour), and extraordinary circumstances.
Home Visits allow for the development of a relationship between home and school and an understanding of the
students home environment. Teachers and supervisors discuss student development and negotiate directions in
programming. Assessments are conducted as required to monitor student progress and plan future educational
programming.
Students are encouraged to visit Dubbo prior to enrolment and when possible. This allows for the
student/supervisor to see what the school looks like and to meet a number of staff. Travellers take advantage of
this opportunity. Some school visits also allow for some pre-enrolment assessment to determine the most
appropriate teaching-learning program.
Five residential Camps held each year in Dubbo with a total of 80 students attended in 2013. This included the
Year 6-11 Muster Camp. Camps are held for 4-5 days and students are encouraged to attend for whatever length
they are able. Camps provide an opportunity for students to work with their peers and teacher/s on specific
learning outcomes that are difficult to achieve at home.
23
Secondary Field Services

Maps of DSODE Drawing Area for Secondary Students
Three maps included in Appendix 5 illustrate the increases in drawing areas for students enrolling in DSODE as the
smaller more isolated secondary distance education centres at Balranald and Walgett became less viable and
were subsequently closed. Secondary distance education centres rely upon a critical enrolment mass of students
and the location of the distance education school in a larger rural city in order to attract and retains experienced
and qualified teaching staff and hence be able to reliably offer a broad curricula, particularly at Stage 6 level.
Secondary field services provide opportunities for a broad range of fulltime, part-time and single course students
living across NSW. These opportunities include:
Developing personal learning plans for Aboriginal students, young parents and students with identified
learning needs such as low literacy levels
Providing competency based workshops in Vocational Education Training courses and practical workshops
in Stage 6 courses with mandatory practical components including major work
Developing productive relationships with students by providing instruction and support for the student
and their supervisor, who may be a parent, carer or home school supervisor
Advising and helping students and supervisors to set up appropriate study environments and practices
e.g. proper desk, storage, lighting, technologies, timetables etc.
Providing support for outreach students and supervising staff
Supporting the Ashford, Bundarra and Emmaville students and staff with their unique partnership with
DSODE to support Stage 6 students attain HSC and VET credentials
See Appendix 5: Maps of DSODE Drawing Area for Secondary Students
School Vehicles History of Use

In 1991 when DSODE was founded there were 20 teaching staff, who were supplied with one Statefleet Nissan
Patrol with which to conduct field services (home visits). At this time, the school served the Western Region for
secondary enrolments, all the state for pre-school and most of the Western Region (excluding the area served by
Broken Hill SOTA and Cobar Primary DEC) for Primary.
With the growth in student and staff numbers, it became necessary for the school to have access to a second
vehicle, so the decision was made to purchase a Toyota Camry from school funds.
The school community has continued to grow, not only in staff and student numbers, but also in the area of NSW
served by DSODE.
Consequently, when funds were available, a second Toyota Camry was purchased. With the closure of the Cobar
Primary DEC and the transfer of students from that school, plus the cessation of secondary distance education
provision from Walgett and Balranald, it was approved that the Toyota Kluger from Cobar be transferred to
DSODE as a second Statefleet vehicle, to enable the large area of NSW* that the school now serves to be treated
equitably in terms of single-course school and home visits/area workshops.
The school currently has four vehicles to cater for 135 teaching staff**: A Toyota Prado 4WD wagon; a Toyota
Kluger AWD wagon and two Toyota Aurion sedans. In 2011, the combined kilometres travelled amounted to 106
806km. The current fleet vehicles are safer and more economical than their predecessors, with the range of
vehicles catering for the varying road surfaces within our service area.
Statefleet arranges for the purchase and disposal of the two wagons, but the school pays for all leasing,
management fees, fuel, maintenance, registration and CTP insurance. The schools Aurions are traded in every
three-four years and the school pays for all costs associated with these vehicles (fuel, rego, CTP, comprehensive
insurance, road service, maintenance and changeover).
24
Notes:
* The school now serves secondary students in the Western Riverina (west of the Newell Highway, as far as
Coomealla HS); all the Western Region (east of Mudgee to Tibooburra/Wanaaring); Ashord/Bundarra and
Emmaville; Northwest Region (west of the Newell Highway) and most of the state for pre-school.
** A ratio of 1 vehicle: 20 staff in 1991 to 1 vehicle: 33 staff in 2012.
Testimonials
Students names have been changed for privacy reasons.

I was told today that Tim will receive an English Award at Presentation Day. I wanted to share with you why this
made Tims Father cry when I told him.
You are perhaps not aware that a little over 4 years ago Tim could not read. His ability to write was also
poor. Tim attended a residential school at Dalwood Assessment Centre and remained a distant support student
of the Palm Avenue School until last year. It appears Tim is an auditory learner. Tim has almost 98% recall of
information that he hears, even after several days he can recite a paragraph read to him from an encyclopaedia.
As a result of being one of the original phonetics students he only ever learnt to spell phonetically in infants
school (something we still see a bit of today, which may explain to you his their, there and theyre
issues). Interestingly, when Tim sees a word for the first time and says the wrong word or pronunciation out loud
that word will forever be like that in Tim 's mind. For example, the first time he saw house, he said horse. The
word house therefore became the word for horse.
Tim loves to read. In fact he owns a library. The first book he ever actually read was Twilight. Now we are
moving 11 cartons, nearly 200kg, of novels to Tamworth because his program and mentor said he must read a
book a month. He has worked so hard.
I thank you so much for the support you have given him in English this year. I genuinely appreciate the time you
have given Tim and the comments he has received in encouragement.

After a long week in a demanding new job I came home tonight to heartfelt & gratifying responses regarding my
boys efforts of late. All I can do (& it seems very inadequate) is thank you all for your efforts, the tears of joy I feel
for my son are as real as the gratitude I express to you all for your kindness, teaching & assistance to date.
Tonight for the 1st time in years I have been able to share with my son & his mother a significant & empowering
event in his education to date. Pardon my emotion but this is the best thing that has happened to my boy in what
has been a three-year "Roller Coaster ride" in the Secondary School System.
From a Parent of four students living in PNG

My four children, who are currently undertaking distance education from PNG will be returning to Australia in
January. As a consequence they will not be continuing with DSODE after this term. I would like to say a big thanks
for the opportunity the children have been presented with by undertaking distance education with your fine
school. Quite frankly they have reveled in the experience, and I certainly know their mother has loved the
experience as well. We do hold out hope that in the not too distant future, we may be heading off to another
country on a posting (potentially Malaysia) and in that case we would sincerely hope to be able to continue our
extremely positive association with DSODE. Additionally, we all appreciated the excellent manner in which you
and the staff supported us when we visited Dubbo earlier this year.
25
Appendices
1. Role Statements for Young Parent Program, YES Program and Learning Centre Staff
2. Delivery of Physics at DSODE
3. Bathurst SEG Reviews
4. DSODE Student Participation and Attendance Statement of Practice
5. Maps of DSODE Drawing Area for Secondary Students
Appendix 1
Role Statements for Young Parent Program, YES Program and Learning Centre Staff
Karyn Burgun
Responsibility
Key aspects
Young Parent
Program
Coordinator
Yes Program
Coordinator
Learning
centre
Coordinator
Intranet locations
and support
persons
Liaise with YP Student Advisors in order to support the individual

needs of YPs enrolled at DSODE.
Consult with DP and SASS staff regards enrolments. Interview new
enrolments and supervisors if applicable, plan education pathway in
consultation with the curriculum advisor.
Allocate students to YP Student Advisors
Develop and review YP program with regard to whole school targets
and plan in consultation with YP welfare staff and YP support staff
Conduct regular YP meetings with YP welfare staff and support staff.
Manage resources and budget for YP and crche
Karyn Burgun,
Vanessa Duncan,
Louise Woods,
Kim Simpson,
Maxine Toomey.
Consult with HTs and whole school with regard to producing

learning materials for YES program
Assist Student Advisors and staff members with regard to
information regarding New School leaving Age and effects on
individual student and whole school.
Work with transition team regards students needs using the
individual case management concept.
Liaise with DP, SASS staff and welfare advisors with regard to
enrolments, patterns of study, PLPs and leaving age requirements.
Promote YES program in wider community through developing
partnerships with relevant outside providers, e.g. TAFE, suitable
employers and training facilitators.
Interview new enrolments and supervisors if applicable, allocate to
YES program staff or consult with HTs if allocation involves other
faculties.
Develop and review YES program with regard to whole school
targets and plan, in consultation with YES program staff.
Manage YES program budget.
Coordinate Network 15-17 for involved DE centres.
Karyn Burgun,
Beth Beatty
Jenny Donovan
Ian Smith
Tim Quayle
Deputy
Manage Support Staff

Manage resources and budget
Liaise with support staff and whole school regards policies and
procedures for Learning centre
Karyn Burgun,
Tim Quayle,
Vanessa Duncan
26
Vanessa Duncan
Responsibility
Key aspects
Young Parent
Program
Welfare
Advisor 0.2
Crche Coordinator
PLPs
Learning Centre
0.3
Aboriginal
student
programs
Coordinator
Liaise with Young Parent Support regarding student issues and report
matters to staff
Manage timetables in consultation with Young Parents Support
Liaise with relevant community organisations and individuals to assist
in the promotion of the YP Program
Oversee Young Parent Personalised learning Plans
Liaise with DSODE staff members on appropriateness of lessons, field
services and any additional information relevant to teachers
Respond to correspondence received at the school and forward to YP
where relevant
Assist Young Parent with problems or issues that may have been
raised during phone calls and visits.
Assist all staff members with ANY issues relating to Young Parents
Assist Young parents with subject selections and changes
PLPs for YPs
Manage the crche in regard to DOCS regulations and staffing
Manage resources and budget
Ensure timetabling is working and efficient
Liaise with preschool staff regarding programming and resources
Oversee PLP processes in conjunction with SA and complete PLP if not
completed by SA. monitor.
Review PLPs before sending to students
Liaise with Student Advisors regards PLP
Contact teachers with regard Teaching and learning Adjustments
Construct and adjust when necessary daily timetable
Complete Personalised Learning Plans (PLPs) with Young Parents
Manage support staff
Supervise students in the learning centre
Manage resources and learning materials
Help students with school work and liaise with teachers about leaflet
work
Attend field service to visit Indigenous students when required
Attend regular committee and AECG meetings
Liaise with Aboriginal Education Curriculum Co-ordinator in order to
support the individual needs of Indigenous students enrolled at DSODE
Liaise with outreach centres and supervise tutors to support their
needs and help with issues that may arise
Liaise with DSODE staff members on appropriateness of lessons, field
services and any additional information relevant to teachers in
consultation with Aboriginal Support Worker
Respond to correspondence received at the school and forward to
Aboriginal Support Worker for distribution to Aboriginal students
Manage timetables in consultation with Aboriginal Education Support
Person
Assist in any issues arising with Indigenous students.
Teach in
Alternate
Program 0.2
Teach in
Primary 0.2
Intranet
locations and
support persons
Welfare Advisor 2
(Louise Woods)
Karyn Burgun
Vanessa Duncan
Vanessa
Duncan
Karyn Burgun
Janelle Dowton
Jenny Ballhausen
27
Tim Quayle
Intranet locations
and support
persons
Responsibility
Key aspects
Welfare
Advisor
0.2
As per Role of the DSODE Welfare Advisor 2012
Learning
Centre 0.2
Supervise students in the learning centre

Manage resources and learning materials
Help students with school work and liaise with teachers about leaflet work
Supervise allocated recess and lunch duties
Alternate
Program /
YES Program
0.2
Liana Leigo
Karyn Burgun
Janelle Dowton
Teaching as Per the Program Requirements
/ Karyn Burgun
Kim Simpson
Responsibility
Key aspects
Intranet locations and support

persons
Meet and greet
Work in the Learning Centre 0.4
Keep the attendance register

check students have signed in at
front office & have name badge
Let teachers know students are in
attendance and when their lesson is
timetabled
Karyn Burgun
Vanessa Hall
Participate in planning meetings

Attend AECG meetings
Liaise with Aboriginal Education Coordinators in order to support the
individual needs of Indigenous
students enrolled at Dubbo School
of Distance Education
Support Aboriginal education
planning team
Support Indigenous students needs

through phone contact where
relevant or when issues arise
Vanessa Hall
Provide Aboriginal students and

families with support
Plan timetables for Indigenous
students in consultation with AE Coordinator and teachers (both
phone, visits to the school and field
services)
Attend field services to visit
Indigenous students when required
28
(with consultation with AE coordinator and other relevant staff

members)
Respond to correspondence
received at the school in
consultation with Aboriginal
Education Curriculum and Student
coordinators.
Assist Indigenous students with
problems or issues that may have
been raised during phone calls or
visits
Assist executive with data gathering
and analysis
Work in Crche with children where
necessary
Support Young Parent Program
Undertake training to enable taking

over of co-ordinator role when
necessary
Karyn Burgun
Attend Young Parent Meetings

where necessary
Personalised Learning Plan Support

0.2 (Th)
Complete word processing for

Personalised Learning Plans and
other aspects of flow chart for PLP
construction
Liaise with Personalised Learning
Plan Coordinator (Liana) about the
construction of PLPs
Liana Leigo
Vanessa Hall
Janelle Dowton
Update PLP EP student Lists

Track students PLP and updates
Test Talker 0.1 (M)
Yes Program 0.1 (M)
Front Office 0.2 (F)
Complete Test Talker leaflets

Assist with administration duties
Consult with Yes Program
Coordinator
Assist with Administration Duties
Consult with School Administration
Manager
Janelle Dowton
Karyn Burgun
Lynda Ipkendanz
29
Maxine Toomey
Responsibility Key aspects
Intranet
locations and
support persons
Provide
Young Parent
Support
0.4
Support
Aboriginal
education
planning
team
Operate crche as needed
Karyn Burgun
Coordinate YP timetables
Vanessa Hall
Liaise with teachers regarding visits and support
Attend Field Services visits to help with child minding
Assist YP coordinator produce monthly newsletters and plan

workshops
Attend relevant meetings YP coordinator or relevant staff members
Keep updated records of Young parents
Ring girls once a fortnight
Support YP coordinator with regards to administration
Collate data analysis with regard to school plan and school targets
and report to relevant executive.
Participate in planning meetings
Attend AECG meetings
Liaise with Aboriginal Education Co-ordinators in order to support

the individual needs of Indigenous students enrolled at Dubbo
School of Distance Education
Support Indigenous students needs through phone contact where

relevant or when issues arise
Provide Aboriginal students and families with support
Plan timetables for Indigenous students in consultation with AE Coordinator and teachers (both phone, visits to the school and field
services)
Attend field services to visit Indigenous students when required

(with consultation with AE co-ordinator and other relevant staff
members)
Respond to correspondence received at the school in consultation

with Aboriginal Education Curriculum and Student coordinators.
Assist Indigenous students with problems or issues that may have

been raised during phone calls or visits
Assist executive with data gathering and analysis
Vanessa Hall
SASS Duties
0.4
Moodle
Lynda Ipkendanz
SASS Duties
Work Areas
0.2
VET and HSIE
Lynda Ipkendanz
30
Appendix 2
Physics at Dubbo School of Distance Education

Students enrolled in Physics at Dubbo School of Distance Education are directed by their teacher via the eLearning
website.
Notes and asynchronous learning
Students are provided with printed copies of the notes for the course so that they can read and work on the
course off line if needed. Often students prefer an electronic version of the notes, so the notes are also provided
via the website as a pdf download.
Students are provided with the instructions on the eLearning website for how to make best use of the printed
notes. Additional notes are also provided at relevant points on the eLearning website, and this will include
interactive learning objects, other additional notes, animations, or movies. (These resources may come from the
Learning Federation, from other external sites such as the University of NSW or YouTube or objects I have
written). Activities will also include Forum or Wikis to allow students to discuss their learning with each other.
Students may be directed to make use of any of these as they complete the course.
Lessons with the teacher (synchronous)
At a set time each week, each student in the Physics course is expected to meet up with their teacher using one of
the following methods:
Video-conference with Bridgit, Adobe Connect or Cosketch support
Satellite lesson (may need telephone or Bridgit support)
Telephone with visual support using Adobe Connect, Cosketch, Concept Board or Skribblar
Assessment of students learning

Each students learning is assessed by the teacher observing their progress in the activities listed above. Formally
this is often in quizzes on the eLearning website, but may also include the submission of practical reports, or by
forum or Wiki participation.
Formal Student Assessment
Formal assessment requires students to access the eLearning website for instructions, and usually students will
upload their completed assignments via the website. Occasionally equipment may be posted to students for
completion of the assessment tasks. Formal exams are posted to the students for completion under examination
conditions.
Summary
The full use of digital technology means students can fully participate in classes delivered by expert teachers.
Teachers and students are encouraged to communicate weekly via email and phone, which gives each student
the individualised attention to support their individual learning needs.
31
Appendix 3
Bathurst SEG Reviews (Students names removed)

YEAR ENROLMENT
CATEGORY
DATE OF
ENROLMENT
LOCATION
OTHER
11
Sch Ph
1/12/2009
Bathurst
Engaged but struggling with senior load. Attends

residentials
Beh
18/11/2011
Bathurst
Pending court appearance- possible incarceration. 2

weeks work this year.
P/W
MH
24/11/2009
Lithgow
Working well
10
MH
Acc Req
Bathurst
Notification from IC 5/04/12 - Currently enrolled at

Wellington HS
11
Beh
21/10/2011
Bathurst
Enrolled in YES program. No engagement.
P/W
Beh
10/08/2011
Charbon
Enrolment closed 14/03/2012- 17
10
MH
3/2/2010
Mudgee
Severe anxiety. Reduced load- no engagement. HSLO

follow up required.
11
MH
16/12/2009
Mudgee
Engaged
Beh
5/5/2011
Walgett
Staying with Aunt in Bathurst for 6 weeks. Work sent

to Re-Connect Walgett. No work this year.
12
Extra
5/5/2008
Hargraves
Engaged, working well
12
Extra
23/05/11
Bathurst
Left 13/03/2012. Tafe Mudgee
Beh
13/9/11
Lithgow
Not engaged. No work this year.
Beh
12/12/2011
Bathurst
Working well.
Beh
9/12/2011
Bathurst
2 weeks work this year.
10
Beh
Acc Req
Eglinton
Not enrolled. Enrolment package posted 16/12/10
MH
8/2/2012
Bathurst
Working well.
Beh
17/03/2011
Lithgow
Left 22/7/11 no longer shared enrolment with PS
10
Beh
14/9/2011
Mudgee
Supposed to attend Mission Australia. Has assured

teachers he will re-engage this term.
10
Beh
24/5/2010
Bathurst
Left to TAFE 20/9/11
10
Beh
27/7/2010
Mudgee
Left 28/02/2012. Traineeship at Mudgee Carpet Court
Beh
18/3/2009
Lithgow
Left to Cooerwull PS 11/11/2011
10
Sch Ph
5/8/2010
Mudgee
Lives with father in Lake Cathie. No engagement.

Option to close enrolment sent.
11
Beh
Acc Req
Kelso
Will turn 17 on 25 May. Has been unable to contact
11
Beh
11/3/2009
Bathurst
No subjects chosen for the year. Dad says he has sent

YES subject selections- have not arrived yet.
Beh
22/07/2011
Mudgee
No engagement.
11
Beh
18/11/2011
Lithgow
Engaged in most subjects
Beh
22/11/2011
Bathurst
Has 2 subjects with DE. Works with a tutor at the
32
Macquarie Tutorial Centre. No returns as yet

10
Beh
8/10/2010
Bathurst
Left to TAFE 16/12/11
11
Beh
23/4/2010
Bathurst
Leaver Apprenticeship at Pantanos Cuisine

18/07/2011
11
Extra
18/5/2010
Richmond
No engagement. Option to close enrolment sent. Will

close enrolment next month if no contact is made
with the school.
P/W
MH
17/10/2008
Narromine Very limited engagement
10
Beh
27/10/2011
Bathurst
Sound engagement
10
Beh
Acc Req
Bathurst
Notification from IC Home situation precludes

standard visit. Will pursue
11
Beh
24/10/2010
Mudgee
Enrolled in YES program. Supposed to complete

school work at Mudgee PCYC- limited returns
10
Extra
23/11/2011
Mudgee
No work since February
Beh
9/9/2011
Bathurst
Some engagement
11
Beh
8/2/2011
Kandos
Option to close enrolment as 17 sent 1/5/12
11
MH
04/08/2011
Lithgow
Limited engagement- Lives in Wellington
10
MH
30/8/2011
Orange
Attends OCTEC Orange. Limited returns
10
Beh
22/07/2011
Kandos
Limited engagement
11
Beh
7/11/2011
Bathurst
Tried to enrol at Wellington HS. Limited engagement
11
School Phobia
Acc Req
Bathurst
Not enrolled. Last advice was an approach to Tafe in

July 2011
11
School Phobia
15/03/2011
Kelso
Leaver 25/10/11 17yo
11
MH
09/08/2011
Lithgow
Left to Redbank School 8/11/11
Beh
Acc Req
Kelso
Not enrolled. Enrolment package posted 10/02/12
Bathurst
Notification from IC. Attending Tafe 2 days,

Community Service 2 days
EC
12
Beh
23/3/2009
Portland
Engages in weekly phone lessons with his teachers.
P/W
MH
2/5/2011
Kelso
Left 22/02/12- Kelso High School.
33
Appendix 4
Student Participation and Attendance DSODE

Statement of Practice
updated: May, 2013
Background
Measuring both attendance and participation in the distance education program is complex.
Changes in Child Protection Requirements relating to attendance and the increase in the mandatory enrolment
age to 17 years have required DSODE to review practices. Habitual Absence from school requires that a report of
significant harm be made to Community Services.
The aim is to develop and implement a consistent and efficient set of practices for teachers, students and parents
to ensure that participation in the educational program provided for each student at DSODE is measured and that
appropriate supports and actions are taken when a student is identified as being at risk because of habitual
absence.
Note: It is required that Home School Liaison Program (HSLP) support is accessed prior to submitting a
Community Services report.
General principles
Attendance is a requirement by law. In a face-to-face school environment, students are required to attend regular
(usually daily) classes. Attendance measurements relate to the students physical presence in each class. The
students participation in classroom activities is measured in other ways.
In distance education attendance cannot be measured by daily registering each students physical presence in
lessons. Measurement of participation can provide evidence that a student is engaged in the educational program
provided for them. The measurement of attendance may comprise different aspects for different students as
circumstances vary greatly across the student population. These aspects include:
Attendance in scheduled lessons via technologies such as telephone, VC, satellite, Bridgit etc.
Attendance at camps or school based lessons
Participation in home visits, area workshops, excursions etc.
Return of completed work via mail, email or in person
Teachers are required to record all educational participation of students in the Student Management System
database.
34
Habitual Absence in a Distance Education Context

Habitual absence in distance education is interpreted as the student not engaging in any schoolwork in any
subject over an extended period of time. The guide relating to the time period provided by the Keeping Them
Safe initiative is 30 days within a 100-day period. Other factors must also be considered. These include age of
student, illness, approved leave, etc.
In the DSODE context a system has been developed to identify students when they have ceased participating in all
or most courses so that whole-school intervention can occur.
Teacher obligations
1. Record student participation details in SMS
2. Take reasonable actions to encourage student participation and document these in SMS. Actions could
include:
Phone parents, either at home or work
In consultation with Year Advisor:
phone emergency contact
phone supervisor
consult with year adviser re other phone numbers that could be used for contact
check with mail room for other contact details
check through student enrolment form for other contact phone numbers
3. In each WAM week identify students who have not participated over the previous two weeks.
4. Access the Attendance Monitoring Table (AMT) for appropriate Year:
Check if student is listed
Place an x and your initials in appropriate week (WAM reflecting previous 2 weeks)
If student not listed, follow instructions on AMT to add student
If student re-engages enter Res
As soon as you finish press save then close
5. If a student does not re-engage:
read welfare information in students folder
consult with supervisor
if appropriate, after 3 to 4 weeks send non-participation letters
enter information in SMS
6. In Years 10, 11 or 12 the BOS warning letters would be sent if the student has been enrolled in a standard
educational program.
7. For students in Years 7 and 8 discussions at Middle Years meeting would take place and a nonparticipation letter sent. If the student is not participating across multiple courses whole school
intervention will occur.
8. For students in Years 9 discussions at Stage 5 meetings would take place and a non-participation letter
sent. If the student is not participating across multiple courses whole school intervention will occur.
35
Whole School Intervention

The SEAC/AP Primary will:
1. Send Attendance letter 1 to student and parent/carers
2. If no satisfactory response is received within two weeks place an individual student review template in:
I:\Student Management\Attendance\Monitoring
3. Email students teachers requesting that this review be completed within three days
4. Send Attendance letter 2 and an edited copy of the review sheet to the student and/or parent/carer.
5. If no satisfactory response is received within two weeks Letter 3 will be sent to the parent/carer and a
Home School Liaison Program referral will be sent.
Student Participation and attendance
During enrolment DP and AP Primary:
Sights signed statement regarding attendance as part of Roles and Responsibilities of Supervisor in
Enrolment Application; and
Seeks attendance plan from previous school (if constructed).
Process when a student is identified as requiring whole school intervention
SEAC/AP Primary sends Letter 1 to student and/or parent/carers
If no response results from letter 1 within two weeks SEAC emails all teachers of a student to request
completion of an individual student review template located in I:\Student Management\AA Student
folders
SEAC/AP Primary sends letter 2 and specific information (copy of the new individual student review)
about the students non-participation to the parent/carer if no resolution has been achieved
SEAC/AP Primary sends Letter 3 Notice of Referral to HSLP to parent/supervisor/student
SEAC/AP Primary makes HSLO referral by completing the HSLP referral document and attaching the
updated student participation review
Throughout the process SASS:
tracks interventions and responses in the Attendance Tracking spreadsheet one sheet per Year Group;
and
places copy of all correspondence in students folder in DP office
36
Appendix 5
Additional Data relating to 2011 Field Services

Maps of DSODE Drawing Area for Secondary Students
These three maps illustrate the increases in drawing areas for students enrolling in DSODE as smaller more
isolated secondary distance education centres at Balranald and Walgett became less viable and were closed.
Secondary distance education centres rely upon a critical mass of students and a location for the school that
attracts and retains experienced and qualified teaching staff in order to be able to offer a broad curricula
particularly at Stage 6 level.
DSODE enrolment drawing area pre-closure of Walgett
37
DSODE enrolment drawing area post-closure of Walgett
DSODE enrolment drawing area post-closure of Balranald
38
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Dubbo School of Distance Education

Program Summary 2013/2014

Deputy Principal (Relieving)

School Administration Manager

Head Teacher T&L Alternate Programs

HT Secondary Studies (Acting) YES Program & Young Parent Program

Head Teacher Languages (Relieving)

Preschool - Assistant Principal

Primary - Assistant Principal

Head Teacher Music & Welfare

Head Teacher Welfare

Head Teacher HSIE

Head Teacher English and Senior History

Teacher and Aboriginal Programs Coordinator

Head Teacher Science

Head Teacher Distance Education

Senior Teacher and HSC Seminar Coordinator

Senior Teacher Physics and Online course Developer

Head Teacher Technology and Applied Studies

Engagement Diverse Curriculum Programs

Young Parents and Crche

Dubbo Learning Centre

Youth Education Support Program

Autism Support Program

Aboriginal Student Support

Single Course Delivery

Changing Practices Survey 2007 to 2012

Technology Supported Lessons

Online Learning Moodle

Distance Education Networks

Aboriginal Education Network

15-17 Leaving Age Network Group

Student Representative Council (SRC)

Student Engagement and Attendance

Processing and reviewing Enrolments 7-12

Coordinating Outreach Centres

Monitoring Attendance and Participation

Monitoring special class

Monitoring Out of Home Care students

Preschool Field Services

Primary Field Services

Secondary Field Services

School Vehicles History of Use

From a Parent of Year 10 student

From a Parent of Year 9 student

From a Parent of four students living in PNG

Physics at Dubbo School of Distance Education

Bathurst SEG Reviews (Students names removed)

Student Participation and Attendance DSODE

Additional Data relating to 2011 Field Services

Dubbo School of Distance Education

Dubbo School of Distance Education

Travelling overseas/Lord Howe

Dubbo School of Distance Education

Engagement Diverse Curriculum Programs

Dubbo School of Distance Education

Dubbo School of Distance Education

Young Parents and Crche

Dubbo Learning Centre

Youth Education Support Program

Dubbo School of Distance Education

Autism Support Program

Aboriginal Student Support

Dubbo School of Distance Education