[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 'Communicating with parents'. A marker appears in northern Tasmania. 
A sign on a wall reads, "Kings Meadows High School". A student heads towards red brick school buildings. In a school room a brunette woman is interviewed. Text: "Katie Wightman, Assistant Principal, Kings Meadows High School, Launceston."]

KATIE WIGHTMAN:	So through professional learning and conversations with parents and students themselves, we've developed a deeper understanding of the NCCD data collection, and we've done that through professional learning for staff, the way we've supported our class teachers to have conversations with families. So providing them with the information and even scripting how they will enact those conversations with families.

[In a library, three staff members check documents and a computer as they have a meeting.]

KATIE WIGHTMAN:	We've had some very young beginning teachers in our school that have needed some support with the process of calling home. And certainly if you're a staff member that's never had any interaction with a family that has a child with a disability, being very sensitive and cautious about the way you speak is very important. And being very politically aware as we are as teachers, it's very important that we acknowledge the right language and the descriptions when speaking about a child with disability.

[A student writes maths equations in an exercise book.]

KATIE WIGHTMAN: The first thing that we do is we invite our class teachers to have a phone call home so that they're talking very regularly from the start of the year with those families. And from that we write letters home describing what it is that we're involved with, and we also use some of the fliers from the website of the NCCD, which really provides a succinct understanding of the process that's happening. We also involve our families in learning plan meetings. So that's a really important part of that review cycle which follows our school timeline of review of the practice. And we also share that information in our newsletter about what we're doing in our school at that time.

[The sun shines on the school's leafy grounds and modern buildings. In a school room, a dark-haired woman is interviewed. Text: "Mel Hudson, Support Teacher/AST, Kings Meadows High School, Launceston."]

MEL HUDSON: We encourage parents to come in and meet with teachers as often as possible. Often that's difficult for that to happen, so through phone conversations or email that the updating process might occur. Then our staff are responsible for documenting those conversations in our student support system database as just another record of evidence that that's occurred.

[A school building has a glass ground floor facade, and a white upper floor. In a school room a woman with wavy hair is interviewed. Text: "Keziah Nunn, Teacher,  Kings Meadows High School, Launceston."]

KEZIAH NUNN: So when we're starting our learning plan process, that normally starts with a phone call home to talk to our parents to find out if there's anything that they'd specifically like their child to be working on and we contribute to those goals and can talk about maybe ways that we can make the goals most, I guess achievable, but also useful for the student. So, that's definitely the beginning of our learning plan process. 

[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.]