[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 on the south-east coast of Queensland.
Students play on large basketball courts. A sign reads "Miami State High School. Welcome to Miami High". A brunette woman is interviewed in an office. Text: "Julieta Thomas, Head of Special Education Services, Miami State High School, Qld." In a classroom, a dark-haired teacher walks around and gestures as she teaches.] 

JULIETA THOMAS: The evidence that we use in terms of the data collection varies depending on the student and the student needs. From students with extensive adjustments, you will have medical reports; you will have an individual curriculum plan showing the different achievement standards for each core subject area. We would have personalised learning plans that captures the impact of the disability as well as the adjustments that we make to more the differentiated learning where it's about the different strategies used in curriculum plans and assessment planning, and also about the pedagogical approach in terms of the way the teacher delivers the content and the information.

[Two men and a student communicate using sign language.]

JULIETA THOMAS: We find it really valuable that within all unit plans and assessments that we annotate or add information about the types of adjustments we make to meet the students with a disability. It's about aligning their need to the way we teach and deliver the curriculum. So, evidence within the unit plans is definitely something that we welcome, individual curriculum plans, which outlines the curriculum adjustments in terms of the way you might deliver the curriculum and the level that you're targeting in terms of achievement standards.

[A bearded teacher helps students using laptops.]

JULIETA THOMAS: We have an online management system where we record all correspondence with parents about the adjustments that we make for their students. That's in a central location that can be accessed by all staff. We also have teacher aide feedback forms, as well as teacher feedback forms so that we can annotate the types of adjustments that are made in the classroom for the child. If a student is working at a year three achievement standard, does the work that they're producing align? We use that to formulate our judgments and we keep that as evidence.

[The dark-haired teacher draws a diagram on a whiteboard. A student speaks. The teacher is interviewed. Text: "Kellie-Anne King, Special Education Teacher, Miami State High School, Qld."]

KELLIE-ANNE KING: On a fortnightly basis and over the term and the year, I do collect a lot of evidence. That might be in the shape filming students do something that's practical and with their hands that obviously you can't then take a page out of their book for. It does include photocopying work samples from their own folders. It also includes having conversations with them. Having conversations with their parents, and recording all of this information on the OneSchool system to ensure that everyone that has something to do with that student is aware of what's going on with that particular student. So there's a variety of evidence that is collected on a really regular basis and that then shapes the adaptions that are going to continue to occur with that student.

[In class, Kellie-Anne King works with her students. 
Julieta Thomas is interviewed in an office. She produces a range of documents and files. Text: "Julieta Thomas, Head of Special Education Services, Miami State High School, Qld."]

JULIETA THOMAS:	We use a variety of different evidence tools. We have an evidence checklist where we go through and identify, is it a disability that has been diagnosed or is it imputed? The frequency of our conversations about the adjustments. And these are conversations with our parents, formalised plans. We have teacher aide feedback sheets. What that involves is, at the end of each lesson, the teacher aides provide us with feedback in regards to the frequency of adjustments, the type of adjustments, the use of assistive technology or for example, hearing aids or magnification tools. This feedback is used to capture the frequency of adjustments as well as the type of adjustments. We use student work samples, when we go to these meetings, we bring students folders in terms of the work that we have for them and we go through just the different levels of adjustments and what that looks like in a classroom. We make a decision and we say, "Okay, well this fits this level of adjustment because or I have evidence of this level of adjustment based on." And we can compare notes and compare work samples as well.

It's challenging for teachers to really understand all the levels of adjustments and what they do. Most often they're doing it organically and they're doing it naturally, but it's about finding evidence and storing that evidence to show that they are catering for specific disabilities and the impacts on their learning.

[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.]