[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 'Evidence collection'. A marker appears in northern Tasmania. 
A wall is painted with a crown and the words "Kings Meadows High School".
In a school room a brunette woman is interviewed. Text: "Katie Wightman, Assistant Principal, Kings Meadows High School, Launceston."]

KATIE WIGHTMAN:	At Kings Meadows High School we use a range of data sources to inform the decisions we make about the NCCD data collection. We cross match that information, or those data sources, with what's in the student's file in terms of doctor’s reports, psychological assessments, and information from parents. So there's a range of sources that inform that. Then further to that is our records of achievement. Last year we were collecting information in paper form, photographing, scanning, and uploading that information into a two-ring folder.

At our school, we have what is called an overview or an excel spreadsheet we've developed with all of the categories in columns and the student's names, so that we can, as a quick glance, through a colour code system, see where students are at within our classes.

[In a classroom, a student smiles as she works with a teacher. Later, the teacher has a meeting with two other teachers.]

KATIE WIGHTMAN:	The various categories and their level of adjustment is a complex decision that we make within our school, and that is informed by not just the learning support teacher and the senior staff, but our whole staff. Those that are part of the teaching team involved with a student with a disability. Providing evidence around those categories is really important, so what information do we know and understand about the student in order to categorise them into that information.

[In a classroom, a dark-haired teacher nods as a student speaks. The teacher is interviewed in a school room. Text: "Keziah Nunn, Teacher,  Kings Meadows High School, Launceston."]

KEZIAH NUNN: I find working with students with learning plans, some of the best way to collect evidence is photographs. So, both photographing their work but also them undertaking different tasks. So, one of the students that I work quite closely with, one of her major learning goals is around developing her fine motor skills. So, collecting evidence on how that's developing really has to be in the form of photo, and video, that sort of evidence. What we're trying to do too, in my class, is really put the onus back on students in collecting evidence, and documenting their learning. So, giving them access to different resources where they can compile photographic evidence of examples in their workbook, or different tasks that they can do, and then relating that back to different criteria, success criteria for a unit, so they can see their progression which I think is really helpful.

[In a woodwork class, a teacher holds a guide while a student in a wheelchair uses a saw. In a classroom a teacher watches as a student arranges small green discs into a rectangle.]

KATIE WIGHTMAN:	So we have had an epiphany of thought that our TA's offer a really good understanding, because they worked one to one with our students of where they're at and what they're achieving within their learning plans. And so we had a moment where we gathered together our TA's and offered them the opportunity to be involved in reviewing the learning plans and providing some anecdotal evidence as to what they've seen. Because quite often they're the people that are taking photos or scanning work and uploading that as evidences to support their teachers in their classrooms. And so it was a really great way to make our TA's feel part of that process and to really have some really rich dialogue around students' achievement with those goals.

[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.]