[On a multicoloured screen, the NCCD logo features a circle made of four stylised human bodies. Text:  "Nationally Consistent Collection of Data on School Students with Disability." 
A white map of Australia contains the title 'Collecting and storing evidence'. A marker appears in northern Victoria.
A sign reads "St Joseph's School". Trees grow near a red brick building. In colourful classrooms, teachers work with students who are using laptops and books. A white-haired man is interviewed in a classroom. Text: "Mark Gibson, Principal, St Josephs Primary School, Red Cliffs."]

MARK GIBSON: St Joseph's School Red Cliffs is located in Sunraysia, which is in the northern part of Victoria. We have an enrolment of 85 students supported by the equivalent of eight full time staff and five support staff. And We've adopted a data collection tool where our teachers are collecting evidence in regards to the adjustments that are being made.

[White text on a black screen, "St Joseph's data collection tool was developed by school staff. It is not a commercial tool that can be purchased or accessed nationally."
A blonde woman sitting near a computer is interviewed. Text: "Breeana Wade, Assistant Principal, St Josephs Primary School, Red Cliffs." A mouse moves across webpages of the data collection tool. One page is titled, "SJRC End of year NCCD Individual Report". Buttons are labelled "Add data/adjustment/information," "Data Collection Summary Template," "View Complete Data Set (2018)," "Learning Support Folder," and "Behaviour Tracking Data Set (Leadership Only)."] 
 
BREEANA WADE: In order to make the collection of our data much more effective and efficient we developed a digital tool. So we've built our new digital tool into our staff homepage, it's easily accessible to staff via the NCCD link. There's a data collection summary template and there's the complete data set, which is accessible to all members of leadership and any relevant people that need to see that information. What this has enabled us to do is to have a catalogue of information about every child in our school that were collecting data for.

It enables us to track the progress of our children through the programs that we offer, it also enables them to report really effectively to parents. It also enables the people responsible for making the decision about what level of adjustment our children need or what level of disability category that will be to make really discernible choices around that because they've got everything on one page. 

[Mark Gibson is interviewed in a school room.]

MARK GIBSON: What we're able to do with that data collection tool is extract data of the types of adjustments and evidence that have been collected from within the classroom time and then through that learning support meetings where the parents are involved, they're able to share some of those adjustments that have been made.

[In a library, Breeana Wade sits beside a grey-haired woman who is interviewed. Text: "Janice Divola, Learning Diversity Leader, St Josephs Primary School, Red Cliffs."]

JANICE DIVOLA: From an administrative perspective, at the end of the year, you can collate all of that data and archive it in a place that is safe and that it can be accessed easily as the need arises in the future. 

[Breeana Wade is interviewed. Text: "Breeana Wade, Assistant Principal, St Josephs Primary School, Red Cliffs."] 

BREEANA WADE: It also brings this to the forefront of everybody's mind. If this process is an every week process, an everyday process, and they're continually inputting that data, and reflecting on that data, and making decisions about their teaching based on it, then that's what we want for our children. 

JANICE DIVOLA: We submit everything to our data collection because although NCCD only requires 10 weeks, this tool isn't just for that, it's for us, and so it drives what is being done to meet the needs of the children across the whole year.

[Janice Divola is interviewed in the library. Text: "Janice Divola, Learning Diversity Leader, St Josephs Primary School, Red Cliffs."]

JANICE DIVOLA: Once we introduced the tool for collating all of the data, we ran staff meetings where we explained how the new tool was going to work and how it was going to encompass everything that the teachers were doing. We also dedicate time at every staff meeting. So on our agenda every for every staff meeting, there's actually NCCD, and there's time to input the data so all staff bring their devices to a meeting and there's dedicated quiet time for people to put in the information and there's time for them to ask me as their learning diversity leader, "Do I put this in? What section does this go in? Do I need to put it in more than one category because I've had a conversation with a parent and because we've started a new program?". So we have those conversations, and that's there at everybody's attention at every meeting. 

[A blonde woman is interviewed in the library. Text: "Kim Hawkes, Teacher, St Josephs Primary School, Red Cliffs." In classrooms, students work together on a laptop. A teacher points to an equation on a large screen. A student and teacher work on a laptop.]

KIM HAWKES: It's an amazing tool. It allows handover processes to be much more streamlined than they were because if you're getting a student from another classroom the following year, that information is all there; what works best for that student, what things didn't work so well? It feels more like we know all of the students now from prep to six, not just the students in the class that we actually teach ourselves.

[The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." 
Text: "Supported by the Australian Government Department of Education and Training. 
© 2019 Education Services Australia Ltd, unless otherwise indicated. Creative Commons BY 4.0, unless otherwise indicated." 
The logos for Creative Commons BY 4.0, Education Services Australia and Australian Government Department of Education and Training.]