Nationally Consistent Collection of Data

The Data Collection is an annual count of the number of students with disability receiving adjustments to allow them to participate in education

What's new in 2018

From 1 January 2018, the Nationally Consistent Collection of Data on School Students with Disability (NCCD) will be used by the Australian Government to calculate the students with disability loading in recurrent funding for schools provided by the Commonwealth to states and territories. Therefore, the quality and reliability of information gathered under the NCCD is critical.

School principals are responsible for verifying the accuracy of their school's NCCD data and validating that there is evidence at the school to support the inclusion of a student in the NCCD. This is a key responsibility given that the NCCD data will be used to inform funding provided by the Australian Government to Victoria and may be the subject of audits or compliance activities.

The NCCD does not replace existing state or territory or sectoral requirements that are linked to funding and/or reporting. For Victorian government schools, this means that the Program for Students with Disabilities (PSD) will continue to provide funding for eligible students with disabilities who attend regular and specialist schools.

Background

All Australian schools are required to participate annually in the Nationally Consistent Collection of Data on School Students with Disability (NCCD).

The NCCD reflects and supports the ongoing work of schools. The NCCD draws on teachers' professional judgement and practices throughout the year supporting students with disability to access and participate in education on the same basis as other students.

Under the NCCD model, teachers and school staff use their professional, informed judgement, based on evidence, to determine the level of adjustment students with disability receive, in both the classroom and whole of school context, as well as the broad category of disability that relates to the adjustments.

The NCCD model is based on mandatory obligations to students under the national Disability Discrimination Act 1992 (DDA) and Disability Standards for Education 2005. Understanding these legal obligations and the NCCD model is essential knowledge for principals and teachers.

2018 key dates

Term 1: 29 January to 29 March

    Preparation (may continue into Term 2)
  • Identify the staff in the school responsible for implementation of the NCCD (school team).
  • Staff implementing the NCCD must complete professional learning on the Disability Discrimination Act 1992 (DDA) and requirements under the Disability Standards for Education 2005 (DSE).

Term 2: 16 April to 29 June

  • Application of the NCCD model (may continue into Term 3)
  • Schools are to apply the NCCD Model to determine which students will be included in the collection.
  • School team leads professional discussions to confirm that decision making has been applied consistently e.g. meetings with teachers at the school/with other schools. Discussions and moderation meetings should reference the latest national professional learning material as the primary source.

Term 3: 16 July to 21 September

  • Monitoring and checking data
  • School team enters data into CASES21 at any time before Friday 3 August 2018 if criteria are met.
  • School principal verifies and confirms NCCD data, backed by evidence held in the school, prior to submission.

Term 4: 8 October to 21 December

  • Process review and reflection
  • School team evaluates the application of the NCCD model and how school practices and processes could be improved to facilitate next year's NCCD. School teams can refer to the Reflection Tool here Reflection tool.

Professional learning

Sound knowledge and understanding of the DDA and Disability Standards for Education will assist schools in meeting mandatory obligations to students and their parents and carers and implementing the national data collection. For more information, see:

The Department provides free access to a suite of eLearning resources relating to the Disability Standards for Education 2005 developed by the University of Canberra and the education departments of all States and Territories.

The following resource, from the University of Canberra is a practical guide for individuals, families and communities, which highlights the benefits of collaborating as a group to better support a student with disability: Disability standards for education: A practical guide for individuals, families and communities

A training website developed by Educational Services Australia supports schools' implementation of the national data collection through information about the national data collection model, including levels of adjustment and evidence requirements. A series of video case study illustrations of practice is also available on this site.

Process and help for schools

Advice and assistance

A Help desk for the national data collection located in the state office is available to schools. For support, contact:

Verifying and recording data in CASES21

What to do:

  • the Department requires the principal to verify that the process undertaken and student information collected is accurate
  • nominated school staff member enters verified data for each identified student in CASES21 following the instructions in the CASES21 Administration User Guide: Chapter 7, pages 24-28: CASES21 Administration Guide
  • When all data has been entered in CASES21, Schools are encouraged to run the following reports for referencing next year:
    • Students with Disability – Disability Summary [ST21428]
    • Students with Disability – Student Summary [ST21429]

In 2018, the final date for submitting data is 3 August via the CASES21 system (data can be recorded prior to this time).

Four pieces of data need to be entered from drop down menus in the CASES21 record for each student included in the NCCD:

  • Step 1: Is the student provided with a reasonable adjustment to address a disability as defined by the Disability Discrimination Act 1992?
  • Step 2: What level of adjustment is provided to the student?
  • Step 3: What is the broad category of disability?
  • Step 4: Has the school principal verified this data? This will need to be completed each year as this field will revert to 'N' following the annual CASES21 End of Year Process run.

Following reporting of your data, DET extracts your data and forwards it to the Australian Government Department of Education and Training. All states and territories provide a list of schools, with their Australian Government Education IDs (AGE ID) and the numbers of primary and secondary student enrolments, number of students with disability by school, student level of education, category of disability and level of adjustment, to the Australian Government Department of Education and Training.

No personal identifying details of students are collected.

Essential information for people involved in the collection of data

Findings

Resources

Case Studies

The following demonstrates application of the NCCD model through case study examples, using the 4 steps for completing the data collection as guidance. See: Case study matrix

CASES21

For further information, see: CASES21 administration User Guide

For an understanding of the data entry process, see: CASES21 Data entry process (docx - 220.91kb)>

Categories of disability

Definitions of broad categories of disability - for definitions of the categories of disability according to the DDA, the Australian Human Rights Commission interpretation and terms used in the Data Collection, see:

Collaboration

The following resource, from the University of Canberra is a practical guide for individuals, families and communities, which highlights the benefits of collaborating as a group to better support a student with disability:

Consultation

The following fact sheet provides information on how parents can better prepare themselves for consulting with schools:

Data collection model

For information about the development and purpose of the Data Collection, see: Data collection introduction and background

For an understanding of the legislation, see:

Evidence checklist

When schools are determining the inclusion of a student’s details in the data collection, teachers have a number of factors to consider:

Fact sheets
Department policy guidelines
Glossary
Illustrations of practice
Level of adjustment
Manual
Moderation resource for schools

The purpose of this resource (docx - 721.19kb) is to assist schools in undertaking within-school moderation to support them in making consistent and reliable decisions about students' level of adjustment and category of disability. This may be used to inform decisions about how to best support students with disability.

Planning for personalised learning and Support: A national resource

This document is to support personalised planning and learning for students with disability. All educators are encouraged to use this document for personalised planning, and to share this document with their school networks.

Positive partnerships

Positive partnerships is the education component of the Australian Government’s Helping Children with Autism package, which provides professional development for school leaders and teachers, workshops for parents/carers and a dedicated website with online learning modules and other resources. For more information, see:

Professional online eLearning

For more information and to access the registration key see:

Reflection tool kit
Services and supports
Strategies to support decision making
Student Wellbeing Hub

The Student Wellbeing Hub is the Australian Government’s one-stop shop for information and resources for educators, students, parents, specialist professionals and pre-service teachers on strategies to build and sustain the wellbeing of the whole school community. For more information, see:

Talking about people with disability