USER GUIDE – NCCD EVIDENCE MANAGEMENT TEMPLATE

ABOUT THE CONSULTATION TEMPLATE

The NCCD Evidence Management Template can be used as a guide by schools to understand the
quality and quantity of evidence that could be recorded in supporting each student’s inclusion on the
NCCD.

There are several ways in which this template can be used by schools, including:
• to assist schools with their document management and recordkeeping processes
• to provide a summary of evidence collected that can be easily accessed
• to assist schools in updating their existing evidence collection processes
• to validate that there is evidence to include the student on the NCCD prior to submission
• to streamline moderation sessions.

HOW TO COMPLETE THIS TEMPLATE

There a few things to be mindful of when completing this document:
• You do not need every document outlined in the template. There are several documents that
can be used to evidence each of the general areas under the NCCD Guidelines.
• The names of the documents should not be limiting. For example, if a document exists within
a school that is used to provide an overview of the student’s individual needs and the
adjustments planned for the student, the school should select ‘Individual Learning Plan’ even
where its title varies at the school.
• Schools should attempt to collect and record at least one type of document for each general
evidence area. For each document selected, where possible, the school should aim to tick
each box contained in the ‘Evidence contained within the document’ column. For example, in
the image below, if the school is looking to use an Individual Learning Plan (ILP) to evidence
the assessed individual need, the ILP should:
o contain information about the individual need(s) of the student
o contain information about the functional impact of the need on the student’s
education
o be dated within the NCCD census period
o be signed by the student and/or an associate.

FOR GUIDANCE ONLY

 NCCD Evidence Management template

Student name Parent(s), carer(s), or

guardian(s)

Student ID

Grade/Year Form completed by

Teacher’s name(s) Date of assessment

Form reviewed by

Date reviewed

Does the student have a

diagnosed disability or Yes No
imputed disability as
defined in section 4 of
the Disability
Discrimination Act 1992
(DDA)? Please provide
supporting details.

Please select the

disability category that
requires the greatest Cognitive Physical Social/Emotional Sensory
extent of adjustment.

Please select the level of

adjustment being
QDTP Supplementary Substantial Extensive
provided to the student.

Based on the availability

of the evidence below,
should the student be
Yes No
included in the NCCD
this year?

NCCD Evidence Management template | Version 2.0 | February 2020

 Details of documents available to support the student’s inclusion in the NCCD

Evidence of assessed Document(s) Document date Document Evidence contained within the document
individual need (select all location Note 1: the checkboxes provide a list of the components of a
available) ‘quality’ document.
Specialist
Identifies a disability as defined in the DDA
diagnosis or
reports Identifies the functional impact of the disability on the
student's education
Individualised
Identifies the current assessed individual need(s) of the
Learning Plan
student arising from a disability
Identifies the current functional impact of the disability on
the student's education
Signed by the student (where appropriate) and/or associate

Formative or
summative Evidence of multiple assessments which show the current
assessments, individual need(s) of the student arising from a disability
diagnostics, or Assessments directly relate to the current functional impact
student of the students disability on the student's education
progress
reports

Parent report Identifies the current assessed individual need(s) of the

signed and student arising from a disability
dated
Identifies the current functional impact of the disability
on the student's education

Enrolment form
Identifies the current assessed individual need(s) of the
student arising from a disability
Identifies the current functional impact of the disability on
the student's education

Records of Identifies the current assessed individual need(s) of the

meetings with student arising from a disability
the student
and/or associate Identifies the current functional impact of the disability on
the student's education
Names of attendees inclusive of the student and/or associate

Government
Identifies a disability as defined in the DDA
assessments
(e.g. State Identifies the current functional impact of the
based scheme disability on the student's education
or NDIS)

Teacher or Identifies or outlines the current assessed individual

teachers aides need(s) of the student arising from a disability
notes
Identifies the current functional impact of the disability on
the student's education

NCCD Evidence Management template | Version 2.0 | February 2020

 Evidence Document(s) Document date Document Evidence contained within the document
adjustments are (select all location Note 1: the checkboxes provide a list of the components of a
being provided to the available) ‘quality’ document.
student to address Note 2: for this section you may require more than one piece of
their individual needs evidence to show both planned and delivered adjustments
based on their
disability. Individual
Details of planned adjustment(s)
Learning Plan
Hint: Evidence of Dated within the census period
delivery of the
adjustment(s) for a
minimum of 10 weeks Records of
Details of planned adjustment(s)
is needed to meet the meetings with
10 week evidentiary the student Names of attendees inclusive of the student and/or
requirement. and/or associate associate
Dated within the census period

Teacher unit,
Details of planned adjustment(s)
weekly or term
plans e.g. Details of delivered adjustment(s)
teaching notes, Record of the frequency, intensity, and range of the
observations adjustments provided for a minimum of 10 weeks
Dated within the census period

Reports or
Identifies the program/ support delivered to the student to
signed
address individual needs
statements from
a specialist (e.g. Record of the frequency, intensity, and range of the
counsellor, adjustment(s) provided for a minimum of 10 weeks
Speech Dated within the census period
Pathologist,
Audiologist)

Adjusted Identifies program/ support to be delivered to the student to

student address individual needs
timetable or staff
timetable (e.g. Record of the frequency, intensity, and range of the
teachers aide) adjustment(s) provided for a minimum of 10 weeks
Dated within the census period

Evidence of
Record of the frequency, intensity, and range of the
activities that
adjustment(s) provided for a minimum of 10 weeks (e.g.
are not
attendance records, worksheets)
conducted in the
classroom, that Dated within the census period
are designed to
include the
student (e.g.
intervention
programs)

Adjusted
Details of planned adjustment(s)
learning
materials e.g. Evidence of delivered adjustment(s)
alternate format, Record of the frequency, intensity, and range of the
adjusted adjustment(s) provided for a minimum of 10 weeks
worksheets,
reworded tasks Dated within the census period

Health Action
Prepared by a medical practitioner or specialist e.g.
Plan
Paediatrician, Speech Pathologist, Audiologist, Nurse.
Identifies adjustment(s) to be delivered to the student to
address individual needs
Dated within the census period

Invoice for Invoice specifically identifies the support service(s) or

external services asset(s) acquired or developed for the student to address
or asset/s their individual needs
developed or
acquired Addressed to the school
Dated within the census period

NCCD Evidence Management template | Version 2.0 | February 2020

 Evidence to show Document(s) Document date Document Evidence contained within the document
ongoing monitoring (select all location Note 1: the checkboxes provide a list of the components of a
and review of the available) ‘quality’ document.
adjustments Note 2: for this section, you may require more than one piece of
evidence to show ongoing monitoring and review of
adjustment(s).
Individual
Evidence of review of the impact and effectiveness of
Learning Plan
adjustment(s)
Documentation of outcomes from monitoring and review,
including any changes made to adjustment(s)
Signed by a teacher and/or learning support coordinator,
student, or associate
Dated within the census period

Records of Evidence of review of the impact and effectiveness of

meetings with the adjustment(s)
student and/or
associate Names of attendees inclusive of the student and/or
associate
Identifies outcomes and action items from the meeting
Signed by the student (where appropriate) and/or associate
Dated within the census period

Formative or Evidence of multiple assessments which show the

summative effectiveness of adjustments being provided over time
assessments,
diagnostics, or Dated within the census period
student progress
reports

Progress or file
Evidence of review of the impact and effectiveness of
notes made by a
adjustment(s)
teacher, specialist
staff, or Documentation of outcomes from monitoring and review,
paraprofessionals including any changes made to adjustment(s)
over time Dated within the census period

Health Action Evidence of review of the impact and effectiveness of

Plan adjustment(s)
Identifies outcomes and action items from the review
Prepared by a medical practitioner or specialist e.g.
Paediatrician, Speech Pathologist, Audiologist, Nurse.
Dated within the census period

NCCD Evidence Management template | Version 2.0 | February 2020

 Evidence of Document(s) Document date Document Evidence contained within the document
consultation and (select all location Note 1: the checkboxes provide a list of the components of a
collaboration with the available) ‘quality’ document.
student and/or Individual
Identifies the assessed individual need(s) of the student
associates Learning Plan
arising from a disability
Identifies the functional impact of the disability on the
student's education
Identifies adjustment(s) to be delivered to the student to
address individual needs
Dated within the census period
Signed by the student (where appropriate) and/or associate

Records of
Identifies the assessed individual need(s) of the student
meetings with
arising from a disability
the student
and/or associate Identifies the functional impact of the disability on the
student's education
Identifies adjustment(s) to be delivered to the student to
address individual needs
Dated within the census period
Names of attendees inclusive of the student and/or associate
Signed by the student (where appropriate) and/or associate

Correspondence
Identifies the assessed individual need(s) of the student
between the
arising from a disability
school and the
student and/or Identifies the functional impact of the disability on the
associate (e.g. student's education
email, phone Identifies adjustment(s) to be delivered to the student to
call) address individual needs
Dated (including time stamp in email) within the census
period
Two way correspondence
Names of attendees inclusive of the student and/or associate

Please indicate here

where consultation
and collaboration
with a parent /
guardian / carer has
been attempted but
has not been
successful OR where
it is not possible to
have such a
consultation

Additional comments

Are there any other

notes or comments
relevant to the
student’s inclusion in
the NCCD?

NCCD Evidence Management template | Version 2.0 | February 2020