Done this before?

If you have completed the NCCD before, review your school's processes and understanding in past years before you commence this year's NCCD.

Reflect on past years' NCCD

Reflection can help you to identify areas requiring focus and development.

• The NCCD Reflection Tool This link will open in a new window provides a guide to reflecting upon the NCCD.
• You could also use discussion questions or the Annual school process reflection checklist This link will open in a new window to prompt reflection and discussion.

Define roles and responsibilities

The NCCD is facilitated when staff have a clear understanding about their roles and responsibilities in relation to the NCCD.

Build teachers' capacity

Teachers can strengthen their understanding of the NCCD and its underpinning legislation through professional learning.

• Build understanding about the NCCD and its relationship to personalised learning and support.
• Build understanding about the Disability Discrimination Act 1992 and the Disability Standards for Education 2005 using the e-learning course.

It is good practice to ensure new teachers are familiar with the NCCD and that all teachers can access ongoing ‘refresher’ training when necessary. Some education authorities recommend that educators should undertake training every two years – check with your school or education authority on these requirements.

Improve processes

Evidence

• Decision-making for the NCCD is underpinned by evidence. Consider whether improvements could be made to the school processes for maintaining, collating and storing evidence to support students' inclusion in the NCCD.
• The NCCD student summary sheet This link will open in a new window can be used to keep track of evidence relating to each student included in the NCCD and where that evidence is stored.

Moderation

Consider whether NCCD moderation processes could be refined.

What works?

• Strong leadership and involvement from the principal and executive team
• Planned, targeted professional learning promoting knowledge and understanding of the DDA and the Standards
• Ongoing collection and analysis of data to identify needs of individual students and groups of students – from the beginning of the year and year to year
• A whole-school approach connecting all teachers and support staff to learning and support, and the NCCD and its processes
• Planned, rigorous and ongoing professional conversations about highly effective teaching and levels of adjustment
• Maintenance of an evidence base of learning and support within the school
• Ongoing professional dialogue and collaboration to support and moderate individual teacher judgement about adjustments with consultation with key contacts
• Targeted training and guidance for teachers in documentation including processes for recording events, communications, assessments, adjustments, individual learning plans, monitoring strategies, etc