To impute a disability for a student you need the same evidence as you would for a student that has a diagnosed disability. Now the short answer is that you really need the same evidence. On the next slide I've just summarised for you very quickly the four types of evidence that you are required to gather, collate, and collect, and store in terms of NCCD data. So you do need to have evidence that you have identified the student's needs and the functional impact. You do need to have evidence that you have provided adjustments for the 10 weeks in the last 12 months. You need evidence that you've monitored and reviewed those adjustments for impact and effectiveness. And you need some evidence of consultation and collaboration. Now, that can be consultation with the student, consultation with their family, or carers, or associates, or consultation with other staff, people, or external professionals. So in terms of these samples of evidence, these would be around, you know, summative schoold assessment data or standardised assessment data that's collected over time, or it may be evidence documenting the ongoing learning or social emotional needs of a student that arises out of a disability. So, of course, here are some examples, but not limited to this set in terms of assessment data. The next sort of evidence that you might collect on the next slide really just outlines some of the evidence that you might have in terms of showing that you have attempted or provided the student with targeted interventions over time and the student may not be showing the expected progress. So here it may be school notes or notes from observations and family meetings that you've done that clearly articulate and show that interventions over time have not demonstrated progress for that student. Other evidence that you might need to collect to impute the disability is obviously evidence on the next slide that really shows the functional impact that disability is having on a student. So you might have an array of plans you might have in your school setting. And these plans would obviously identify the functional impact and also perhaps the strategy supports and adjustments that are being provided for that particular student. The examples provided here are just that. They're examples, and they're not limited to these examples. Your school will probably have lots of other ways that you collect evidence. But I guess the most important thing is that you are collecting evidence in each of those four areas. So you do have evidence of needs being assessed, consultation, collaboration, adjustments being provided, and that monitoring and review piece, so it's the same as every other student. School sectors and systems also provide a lot of information to schools around the storage and collation of data. So it's not just, I need to collect it, but it's the important part is how do you store and collate that data in a easy to find template or easy to find location in your school that is quite secure. And every school, and system, and sector will have advice around that. So I often say that if you're in doubt about the sort of evidence that you need to collect or you'd like further information about that, the best people to contact would be your key contacts in your sector. And they'll be able to really provide you that guidance of the type of evidence, the storage, and collection, and data.