[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 'Whole school approach'. A marker appears in northern Tasmania. A modern building has dark windows and white walls. A low 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: So at Kings Meadows High School each year we prepare for the NCCD collection, and we do that by preparing our staff. [A dark-haired woman is interviewed in a school room. Text: Maree Pinnington, Principal, Kings Meadows High School, Launceston."] MAREE PINNINGTON: We've been really purposeful in building staff awareness and family awareness and the school community awareness around the disability standards but in particular more about how we can actually support those students. [In a classroom a teacher works with a student.] KATIE WIGHTMAN: We've delivered professional learning to staff about the different categories in the NCCD data collection, so that our staff know precisely what category students belong to in that process. [In classrooms teachers work with small groups of students. A woman with dark hair is interviewed. Text: "Mel Hudson, Support Teacher/AST, Kings Meadows High School, Launceston."] MEL HUDSON: We run full school PL around the levels of adjustments and we bring evidence to those professional learnings, so staff have a better understanding of what those adjustments would look like in the classroom. [In class, a teacher with long wavy hair writes on the whiteboard. She is interviewed. Text: "Keziah Nunn, Teacher, Kings Meadows High School, Launceston."] KEZIAH NUNN: We have professional learning communities where we work with other teachers in our area, maybe maths or science, and there are really good opportunities to discuss students who might have different learning plans, and different methods of resources, and strategies for teaching those students. So, it's a really great opportunity for us all to share different ideas and reflect together to make sure that regardless of which teacher a student has, they still are being able to access some of the best ideas and resources that are shared between the teachers. [In class, a teacher holds up word cards, a student takes notes. A teacher and two students work with slips of paper. Mel Hudson is interviewed. Text: "Mel Hudson, Support Teacher/AST, Kings Meadows High School, Launceston."] MEL HUDSON: I'm involved in the decision making process about the levels of adjustments for students. So I meet with grade teams and leaders and subject area teachers and we discuss individual students needs. From that, we make an on balance judgement as to which level they fall in. Whether it's quality differentiated teaching practise, supplementary, substantial or extensive adjustments. [In class, a teacher writes on the board and students take notes. In a school room, a brunette teacher is interviewed. Text: "Emma Dobson, AST, Kings Meadows High School, Launceston."] EMMA DOBSON: We work in grade teams here at Kings Meadows High School as well, which means that if we do have a student with specific needs or a disability, we work really collaboratively in our grade teams to ensure that across the board that student's receiving the support that they need. [In class, a teacher uses a tablet as she works with three students. Keziah Nunn is interviewed. Text: "Keziah Nunn, Teacher, Kings Meadows High School, Launceston."] KEZIAH NUNN: So, I think the most important thing when implementing adjustments for our students is that we can see to these right at the start of our planning. So when we're planning for a unit of work we consider all the different learning plans that we have in our classes, and the individual learning goals of these students, and work out which goals are best suited to be covered in certain units of work. We also are really lucky to have a lot of TAs that can support our students in the classroom, and so this helps with tasks such as practical work in science because it gives students who maybe still are developing their fine motor skills opportunity to be involved in different practical activities with the support of a TA. [In class, a teacher watches a student arrange small green discs into a rectangle. Maree Pinnington is interviewed. Text: Maree Pinnington, Principal, Kings Meadows High School, Launceston."] MAREE PINNINGTON: Our TA's are actually in the classroom working at the coalface with the teachers. That really helps in them feeling like they can really contribute to a child's link because they know what's going on in the classroom and how to help them support, differentiate and adjust the learning for those students. [In a classroom, a TA works with two boys. In a school room, a short-haired woman is interviewed. Text: "Kate Blaubaum, Assistant Principal, Kings Meadows High School, Launceston." In a classroom, a student laughs as a teacher talks from beside the whiteboard.] KATE BLAUBAUM: I think what we do really well here is that people don't work in isolation. So not only do we have professional learning communities that are subject based, so English professional learning communities, but lines of communication are kept really open between our school psych, our nurse, our chaplain, our AP, principal, support staff. What can we all do to make sure that the whole child is looked after and that their wellbeing is covered as well so that they’re differentiated for at a number of different levels. [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.]