[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 in southern Victoria.
A brunette teacher takes notes as a student reads from a picture book. The student moves his fingers along the words. The teacher is interviewed in an office. Text: "Miranda Montalti, Deputy Principal, Oscar Romero Catholic Primary School."]

MIRANDA MONTALTI: When we're collecting our evidence, it just depends on the type of evidence that we're collecting. So if it's anecdotal evidence, there's some teachers who prefer to hand write or there's others who prefer to type. Every single student who we are making adjustments for has their own folder, which contains all of their evidence. So if someone was to come in and say, okay, we want to have a look at so and so's data, we know that you're making extensive adjustments for that student, where is that kept, all of the data’s together. So anyone who's completing an assessment or any type of anecdotal notes, outside of the actual classroom teacher because classroom teachers generally keep their anecdotal notes with their work program would be putting it into the specific folder for that child as well. 

[In a library a young dark-haired teacher and two students use picture books. A student watches as the teacher writes on a small whiteboard. A dark-haired woman sits in an office. Text: "Fran Drysdale, Principal, Oscar Romero Catholic Primary School."]

FRAN DRYSDALE: Any assessments we do, we keep all that information in a central file. Then the next stage we've got intervention happening with some cohorts of children. So the teachers or the staff that are collecting that information. One of the things we have realised is we need some consistency about what information is collected and how that's recorded. So we've just recently introduced a different pro-forma that we’re using that will work with our learning support officers and our intervention teacher at the moment and make sure that that's all put into a certain place. 

[In an office, the young dark-haired teacher is interviewed with a young blonde teacher. Text: "Alannah, Teacher, Oscar Romero Catholic Primary School."]

ALANNAH: We have the personalised learning plans - we keep those documents, anecdotal notes, notes that other external teachers take of our students, we keep it in one folder and it essentially circulates to whoever the classroom teacher is. So that's worked well because we've got all the documentation in one folder and we know exactly where it is at what time. I think originally it was just a matter of getting our head around what's going to work best for us as a school.
	
I can use one of the students as an example in my classroom. So in his folder, which formulates his evidence, we've got examples of the yard duty roster for example, so he has supervision every time he's outside, recess and lunch. So we've got our yard duty roster as part of evidence just to show that when he's outside he needs supervision. Also got our LSO timetable. So our learning support timetable, he someone that needs to be supported throughout the whole day with his learning. So that's another part of the evidence. We've also got communication books, anecdotal notes that are taken throughout the class, meeting minutes, so when we have meetings with parents, the minutes form part of our data.

[The blonde teacher is interviewed. Text: "Georgia, Teacher, Oscar Romero Catholic Primary School."]

GEORGIA: And then if we have any issues or we have a question, we can go to our deputy or our principal and give them the notes and say, look, this is what we've observed, this is what's happening, what are your thoughts? And then they can make a professional judgment. Maybe we need to get this testing or this testing. And they collect the data as well band as Alannah said, we keep it in a folder, so by the end of the year we will have all of our testing in one place. 

ALANNAH: It's not like it's locked up in the office and the leadership can only see it, it's an ongoing conversation between us, leadership, parents, so everyone's on the same page. 

[Fran Drysdale is interviewed in an office. Text: "Fran Drysdale, Principal, Oscar Romero Catholic Primary School."]

FRAN DRYSDALE:	I think the important thing for us is whatever data you collect has to be purposeful and has to have an impact on what you're doing. If it doesn't have an impact on what you're doing, then don't collect it. 

[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.]