[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 'Types of evidence'. A marker appears on the north-east coast of Queensland. Palm trees grown along a tall fence. A sign reads "Kirwan State High School". A dark-haired woman is interviewed in an office. Text: "Dimity Barnes, Deputy School Leader, Special Education, Kirwan State High School, Townsville." In a classroom Dimity Barnes teaches students working on desktop computers.] DIMITY BARNES: So, in terms of evidence firstly we would want to ensure that there is evidence of a disability or evidence recorded that we have made a decision to impute a disability and the second area that we're looking at is evidence of the level of adjustment. So, teachers have made a judgement around the level of adjustment they're providing to a student so we're really looking to see where that evidence is recorded, that we should see evidence in the student’s work, that differentiation is happening, we should see evidence in the teachers planning documentation but also in OneSchool, our Queensland system for recording student plans and students progress. So students who are receiving adjustments will have a personalised learning plan or some sort of support plan or support provision recorded in OneSchool as well. We would also see evidence of parent contact through our OneSchool system where teachers have contacted home to speak to parents about the types of adjustments that are required in their particular classroom and so that would be recorded. We would also expect to see evidence in teachers planning where they may have made an anecdotal note regarding the types of adjustments needed for a particular student. [A teacher points at a student's laptop screen.] DIMITY BARNES: So, in high school, students can have up to seven different class teachers depending on their subject load. So this is quite important to ensure that all of those teachers give input to the NCCD data capture and to ensure that there is consistency among teachers as they are providing differentiation for students and that understanding of what the disability may be and the impacts in the classroom. We ensure that all class teachers complete the data survey for each of their class lists so when we run our report based on the data capture survey we will have potentially seven entries for one student. So, we then look at that information and identify any inconsistencies and can have a conversation with teachers. Some of the students we will see, all seven entries say exactly the same thing. They may all seven entries may say differentiation: cognitive. And we can then clearly say, yes, there's a lot of consistency there. [A student frowns at a computer screen, then at the keyboard. A brunette woman is interviewed. Text: "Sarah Kerr, Teacher, Kirwan State High School, Townsville."] SARAH KERR: There's a wide range of ways that I do keep records of evidence for disability and how I differentiate for my students to make sure that they're all catered for. That can be as simple as just making notes in my lesson planning, and sort of schedules for the term. I have a large document that I keep track of everything on, and so little notes start there. When I start to see patterns that I'm differentiating in a consistent way in addition to using the documents provided by our disability support staff, I can then go forward and make sure that I'm documenting this in a more robust manner, so that it's more detailed. And so that I can share both observations of that differentiation practice to enhance learning for that student across a wide range of different subjects because obviously they've got more than one teacher. And so making sure that we're collaborating in that way is really important. DIMITY BARNES: The NCCD has had a really positive effect, on classroom teaching and learning practice. As classroom teachers become more aware of levels of adjustment, and the types of adjustments that they can be implementing in the classroom, they are becoming better at implementing those adjustments and recording evidence of those adjustments, which is something that we found was lacking in the past. [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.]