[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 'Preparing for the NCCD'. A marker appears in north-western Queensland.
The sun shines on leafy school grounds. In a schoolroom, a dark-haired woman sitting with a blonde woman is interviewed. Text: "Olivia Burford, Head of Special Education Services, Barkly Highway State School, Mt Isa."]

OLIVIA BURFORD: At the beginning of every school year, we obviously have multiple days where we do professional development around school processes, which is very important because of the high percentage of staff, new staff coming into the school. We spend quite a bit of time around what our school processes are. That includes our students services process. We also spend a bit of time throughout the year leading up to our NCCD data collection, but not only around that period. It's important that we're offering that PD throughout the year because things change all the time and new processes get determined by us on how we can make it run a lot more smoothly or things that were identified by staff as to what's not working. We then change our processes and we deliver those professional development to staff across the year. It's not just that one point in time.

[The two women conduct training with two teachers. The blonde woman sitting with Olivia Burford is interviewed. Text: "Meegan Brown, Guidance Officer, Barkly Highway State School, Mt Isa."]

MEEGAN BROWN: And we also do whole staff, but if a staff member's identified that they're having difficulty, or if they're not clear about a process, we will do some targeted coaching and support around how with the process. They might say "Do I have enough information? Where do I put it? How do I know what adjustments to make?" We do a lot of that coaching with the particular staff members, and then we have noticed that some of those staff members have helped, there's that flow-on effect where they do support each other in looking at "Okay. This is what I did” and I think that's been something quite powerful. Yes, we may have led at a whole staff level, and then those teachers who have become the knowledgeable others have then been able to help support with other teachers.

[Uniformed students sit on a classroom floor, facing the teacher. Their sandy-haired teacher is interviewed. Text: "Donna Freestone, Teacher, Barkly Highway State School, Mt Isa."]

DONNA FREESTONE: Staff meetings are a big thing. I think it's easier when you've got everyone in the same room, and they're all receiving the same message. We do professional development in the way of online courses. We have our guidance officer as well who also does professional development, and ensures that we receive the same message. The Head of Special Education Services, all of those sort of more knowledgeable others, give us that message. We also have, when we use personalised learning, all these important people sort of have access to it as well. And the disability standards for Australia, obviously, we do professional development around that as well.

[A brunette is interviewed in a classroom. Text: "Rebecca Samios, Teacher, Barkly Highway State School, Mt Isa."] 

REBECCA SAMIOS: We have had multiple opportunities to work with that document. That's where, in one staff meeting we sat down and we looked at the children in our class, and we actually categorised them and we went through what each of those were. We actually looked at the document and highlighted the difference between those four things. Then we sat down as a group with a leader, and we plotted our children into those groups, to help us know what level of differentiation we should be providing. And I think that was probably one of the most difficult things, was deciding where children fit in those categories at that exact point in time. But we were given the support to do that, and from there, that's at the moment how I differentiated. But a couple of months later, we'll re-look at that, see where they sit, and then adjust our differentiation to that.

[In class, Rebecca uses gestures as she works with four small children. They mimic the gestures. A blond man is interviewed. Text: "Christien Payne, Principal, Barkly Highway State School, Mt Isa." In classrooms, Rebecca and Meegan work with small groups and individual students.]

CHRISTIEN PAYNE: What's worked really effectively for us is that early intervention. We are providing professional development right at the beginning of the year on the student free days in our school. That way the staff get the opportunity to find out what NCC Data is all about and building that capacity right from the get go. As we progress through our timelines through the year, closer to that collection date, we are very mindful in providing and have provided additional professional development along the way. Assigning that time in our staff meetings and providing online professional development. But it's all of the work from the team in behind in making sure that staff are collecting the evidence that's required. Knowing we've got early career staff, we use our Mentoring Beginning Teaching Program, we use our staff to target and to go into individual classrooms with those teachers and provide that support for early career teachers or new teachers to our school to make sure we get that consistency.

[The NCCD logo appears onscreen. Text: "Nationally Consistent Collection of Data on School Students with Disability." 
Text: "Supported by the Australian Government. 
© 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.]