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-Support at home school makes a big difference

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Are students being given enough advice to enrol in subjects appropriate for them?

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I wonder if there are variations between teachers communications of tasks and expectations, and how this translates to engagement for students. How could we assess the effectiveness of our systems on this level?

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Is this possible to break this down per subject

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Is this possible to break this down per subject

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There are a lot of blue traffic lights especially in non dual schools

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Do Dual enrolled students receive a 'start up session'? 

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Do Dual enrolled students receive a 'start up session'? 

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Consistent chronicles are a good reminder

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Students building confidence and capability to access online resources and engaging in IOLs.

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those students who are attending home school are engaging with us, where home school support is evident

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If we remove the 20 Credits Stage 1 and HEAL Data - what would it look like?

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If we remove the 20 Credits Stage 1 and HEAL Data - what would it look like?

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Transition to online model has improved visibility for NTSDE when doing traffic lights = more accurate data

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What contact NTSDE teachers have had with the parents/HS Coordinators directly.

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What contact NTSDE teachers have had with the parents/HS Coordinators directly.

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How can we get more students into green? It doesn't seem all that good?!?1

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Are dual enrolled students in Stage 2 subjects (but are actually in Stage 1) being taught the expectations of being a Stage 2 student?

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Are dual enrolled students in Stage 2 subjects (but are actually in Stage 1) being taught the expectations of being a Stage 2 student?

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This reflects the uncertainty of student choices at the beginning of the semester. We think the incidence of blue and red Traffic Lights will reduce as the semester progresses.

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This reflects the uncertainty of student choices at the beginning of the semester. We think the incidence of blue and red Traffic Lights will reduce as the semester progresses.

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Course Moodle access data increased throughout the term on an upward trend, in alignment with IOL days.

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for targeted intervention example Heal Project

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Would be interesting to see what it looked like last year. I suppose now that our blue data process has changed that might be difficult but perhaps next term/semester/year we can compare? TO see any progress?!?

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Students who follow the model achieve success

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Students who follow the model achieve success

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Students who complete their formative learning in Moodle and attend zoom regularly pass the course.

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It'll be interesting to see differences between the terms - floods, roads, technology access affected results in term 1. 

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It'll be interesting to see differences between the terms - floods, roads, technology access affected results in term 1. 

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Are course descriptors too brief leading students to the "wrong" subjects?

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Are course descriptors too brief leading students to the "wrong" subjects?

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When will coordinators check with remote schools that they are facilitating students to have their own laptops and working individual through the courses

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When will coordinators check with remote schools that they are facilitating students to have their own laptops and working individual through the courses

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Biki sorted a Moodle blocking problem at NHS! The school was blocked until Week 4!

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Biki sorted a Moodle blocking problem at NHS! The school was blocked until Week 4!

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Are students receiving accurate enrolment advise from their home school? There seems to be a disconnect in information provided for students and how they are expected to work with NTSDE.

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Are students receiving accurate enrolment advise from their home school? There seems to be a disconnect in information provided for students and how they are expected to work with NTSDE.

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Do we ever correlate our Blue Traffic Light data with Home School attendance data?

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Do we ever correlate our Blue Traffic Light data with Home School attendance data?

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Do we know the reasons for blue data? reasons would inform the way we approach/design solutions? 

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Do we know the reasons for blue data? reasons would inform the way we approach/design solutions? 

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Chronicle input each week (attendance/learning requirements) did help to report student data when doing TLs

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Some schools/students ie, Dundee Beach cannot see HP5's and also videos in Moodle.

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Some schools/students ie, Dundee Beach cannot see HP5's and also videos in Moodle.

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Does these numbers represent a student that is blue in all 4 subjects only?

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All students moving online and having consistent delivery.

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Students who had support of techno savy teacher on the ground engaged better with Moodle.

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Data across HEAL schools would be interesting - which schools have higher engagement and why

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Data across HEAL schools would be interesting - which schools have higher engagement and why

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Data captured in Wk 9 may have changed in Week 10 when sumamtive tasks were due COB Thursday

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Teachers in Remote schools that we provide more PD (coordinators?) and support networking days in regional areas

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Teachers in Remote schools that we provide more PD (coordinators?) and support networking days in regional areas

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Does the handbook need to provide more detail on subjects?

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Does the handbook need to provide more detail on subjects?

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Should these be a different colour as they are included in the Blue data?

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Daily attendance data from HEAL schools would provide a clearer 'reason' for BLUE traffic lights. Are we able to co-relate/use/analyse this data? If students are not attending, how can the numbers be a true indicator?

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Daily attendance data from HEAL schools would provide a clearer 'reason' for BLUE traffic lights. Are we able to co-relate/use/analyse this data? If students are not attending, how can the numbers be a true indicator?

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There has been such a buzz of IOLs this year, that wasn't present previously on the same level. This is a positive. Teachers chatting about students being online, students participating and the positive relationships being built.