Nationally Consistent Collection of Data (NCCD)
The Nationally Consistent Collection of Data on School Students with Disability (NCCD) is a federal government initiative agreed to by all Australian states and territories.
First trialled in 2011 and then again in 2012, a phased implementation began in 2013. In 2015 all Australian schools participated in NCCD. The data is collected during the year and submitted using the NCCD data collection tool in August.
The QTU, along with the Australian Education Union and the Queensland Association of Special Education Leaders, supports the NCCD program in the hope that having nationally consistent data will lead to future needs-based funding.
Which students will be reported on
Some students that teachers will be asked to report on will not have a verified disability. This is because of a disconnect between the federal legislation and the department’s six EAP categories of disability. The federal legislation has a broader definition of disability than that used by the department. However, schools do not need to report on every child. According to the Standing Council on School Education and Early Childhood National Schools Fact Sheet: “A student will only be included where there is documented evidence to support the inclusion of a student as meeting the definition of disability under the Disability Discrimination Act 1992.”
“Diagnosing” students who are not verified
While teachers’ professional judgement is called upon, they are not expected to diagnose students.
If a teacher does not make an adjustment to a student’s learning program due to a disability the student doesn’t have to be included in the data collection. If a teacher does make an adjustment, then that student can be included, even if they aren’t diagnosed.
Frequently asked questions
Q. Does the QTU support the NCCD process?
The QTU encourages members to participate in the annual NCCD process, to maximise the number of students who are identified for funding, however this should not involve any additional workload to that undertaken in 2017 or 2018.
Q. What is the point of collecting the data if the students identified are not supported adequately by funding?
A. The QTU supports the implementation of the Fair Funding Now! education funding model, which includes a loading for students with disabilities. This model defines students with disabilities as they are identified in the Nationally Consistent Collection of Data (NCCD) process, which includes a broader range of students, e.g. in 2015 the NCCD identified approximately 26 per cent of students as having a disability.
Information about EAP (Education Adjustment Program), including guidelines, procedures, profiles, etc, is available on the Department of Education website.
Q. Do I need to have additional meetings with parents to gather the data?
A. For the NCCD, teachers use their informed judgement on the agreed level of adjustments to address the barriers and impacts associated with a disability. Therefore, parent consultation regarding the data submitted for the NCCD is not a requirement. Schools are encouraged to inform parents that the NCCD is occurring and can forward parent information sheets (which are available on the NCCD national website in a number of languages) to parents if they choose.
Q. How am I expected to collect and record this data?
A. In the past, this data was recorded manually on spreadsheets, however this process has since been automated through the OneSchool template.
Information from a student’s DDA personalised learning record is automatically included in the NCCD tool during the data collection period. Schools only need to record the level of adjustment and the disability category of the data to migrate it to the NCCD tool.
Please note, if information is directly added to the NCCD tool, a DDA personalised learning record is automatically updated or created to make it easier for schools and remove duplication.
Q. My school is requiring me to collect additional evidence and complete questionnaires regarding the student. Is this a statewide departmental requirement?
A. No. Schools can add evidence and strategies during the year to a student’s DDA personalised learning record, but this is not a departmental requirement. It is up to schools to decide how they record the adjustments occurring for individual students.
Q. Am I required to develop an additional personalised learning plan as part of the NCCD process?
A. Not as part of the NCCD process. Schools may already have individual student plans in place in accordance with the department policy on the whole school approach to support student learning, which states in addition to plans for curriculum, assessment and reporting, schools also undertake individual student planning and document support provisions and adjustments where students:
- are provided a lower or higher year-level curriculum than their age cohort — for a whole learning area or for all learning areas
- display behaviours that are deemed complex and challenging (Statement of expectations for a disciplined school environment)
- are in out-of-home care (education support plans are developed for students who meet the criteria specified in the Supporting Students in Out-of-Home Care Implementation Guidelines)
- are Aboriginal or Torres Strait Islander and require learning plans focusing on high attendance and achievement (see individual curriculum plan as described in Appendix 2)
- have identified health requirements, including those requiring specialised health procedures (an individual health plan and/or emergency health plan as specified in Management of Students with Specialised Health Needs Flowchart 1).
It also states that it is advisable to document the focused teaching and intensive teaching strategies used to support individual students but does not specify where this needs to be documented.
This is a local school-based decision