What this guide covers
- how Superadjust adapts the student setup depending on your workspace
- what the difference is between a Pending and an Active student record
- how to work through each section of the Add Student panel
- what the Adjustment Level options mean and when to leave one blank
- how to record consultation status at setup
- what the Needs Profile does and why it is optional
Before you start: which workspace are you in?
The Add Student panel looks identical in every workspace. But what the system does with your input depends on whether your school has an NCCD Coordinator managing the workspace.
| Workspace type | What you do | What the system does |
|---|---|---|
| Managed school with an NCCD Coordinator | Fill in the student's details, class notes, and general needs. | The student is placed in a Pending state. The NCCD Coordinator is notified to review and activate the record. |
| Independent teacher workspace | Fill in the complete student profile including adjustment level, NCCD category, and diagnostic context. | The student is activated immediately. Evidence logging and AI features are available straight away. |
The form steps below apply to both workflows. The difference is the outcome — Active or Pending — and who holds the final say on adjustment level and diagnosis classification.
Managed school: what this means for your input
In a managed school, teachers contribute the classroom picture. The NCCD Coordinator holds the compliance responsibility.
When you fill in the Adjustment Level or NCCD category during setup, those inputs are treated as working notes for the coordinator to review — they are not locked in as the official record until the coordinator promotes the student from Pending to Active. This is not a restriction on the teacher. It is a compliance guardrail that keeps school-wide data clean and auditable.
Once the coordinator has reviewed the nomination and activated the record, you can log evidence, use AI features, and work with the student's profile exactly as you would in any other workspace.
Independent workspace: what full access means
If your school does not yet have an NCCD Coordinator-managed workspace, Superadjust removes the approval layer so you can start using the product immediately.
In an independent workspace you have full autonomy over the student record. Everything you enter — adjustment level, NCCD category, diagnosis details, and learning barriers — becomes part of the active record the moment you save it.
Your students are stored inside your personal workspace, isolated from any wider school directory. If the school later adopts Superadjust and appoints a coordinator, you will be guided through a migration process to merge your classroom data into the official audited database.
Step 1: Open Add Student
From the Students page, select Add Student. The setup panel opens as a side drawer.
The panel is divided into four sections. A progress strip at the top tracks what you have confirmed as you move through each one.
You can press Back at any point to revise a previous section, or press Add student to save the record with whatever you have entered so far.
Step 2: Enter the basic details
The first section collects the minimum required information.
- 1.Enter the student's First name and Last name.
- 2.Select their Year level from the dropdown.
- 3.Select their Class from the pill selector. Scroll right if your class is not immediately visible.
These three fields are required. The record cannot be saved without them. Everything else in the flow is either optional or can be updated after the record is created.
Step 3: Set the Adjustment Level
The second section asks how much support the student currently receives. This maps to the NCCD level of adjustment — the official classification used in Census Day reporting.
| Level | What it means |
|---|---|
| QDTP | Quality differentiated teaching practice. Universal adjustments — minor changes made as part of routine classroom practice. |
| Supplementary | Targeted additional support beyond standard teaching. The student receives extra resources, strategies, or time that other students do not. |
| Substantial | Significant adjustments provided frequently or daily. Support is embedded into the student's school experience and requires meaningful coordination. |
| Extensive | Highly intensive, individualised support at all times. The student requires ongoing, tailored support across all areas of school life. |
Select the level that best matches the student's current support. If you are not sure yet, leave it blank — you can set it later from the student's profile.
In a managed school: The adjustment level you select here is visible to the coordinator as part of the nomination. The coordinator makes the final determination. Your input is useful context, not a binding decision.
Why this matters: The adjustment level determines how the student is classified in your school's Census Day data. Starting with the right level means evidence builds toward the right readiness threshold from day one.
Step 4: Record the Parent/Carer Consultation status
The third section asks whether a parent or carer has been consulted about this student's adjustments.
Select one of three options:
- Yes — consultation has happened
- Not yet — support is in place but consultation has not been recorded yet
- Prefer not to say — record the status without specifying
If you select Yes, a brief note field appears. Use it to record the key detail: who was consulted, when, and what was agreed.
Example: Met with parents on 3 March — agreed on extra time for assessments.
This note becomes part of the student's record from the moment you save. It is not a full consultation log — you will log ongoing consultation entries through evidence logging. This field captures the starting point.
Why this matters: Consultation is one of the four NCCD quality pillars. Schools that cannot show consultation during an audit are at risk even when their adjustment evidence is strong. Recording the status at setup means the record starts accurately, not with a gap.
Step 5: Complete the Needs Profile (Optional)
The fourth section collects diagnostic and learning context. It is marked as optional — the record saves without it — but completing it here powers more accurate AI adjustment suggestions later.
Diagnosis status
First, confirm whether the student has a confirmed diagnosis:
- Yes — confirmed: A search field appears so you can find and attach the diagnosis from the DSM-5 list. The primary diagnosis is used for NCCD reporting.
- Not confirmed (Imputed): No formal diagnosis exists, but the student's functional needs are evident through teacher observation or informal assessment. NCCD recognises imputed disability — a formal diagnosis is not required.
- Prefer not to say: Record the profile without specifying diagnosis status.
NCCD Category
If you selected Not confirmed (Imputed), select the NCCD category that best fits the student's primary area of need:
- Cognitive
- Social-Emotional
- Sensory
- Physical
- Multiple / Complex
- Not sure yet
You can change this later from the student's profile.
In a managed school: The NCCD category you select is passed to the coordinator as part of the nomination. The coordinator holds the final call on the official diagnostic classification.
Learning barriers
Describe what barriers impact the student's learning or participation. There is a free-text field with a 500-character limit. Write in plain classroom language and focus on functional impact, not diagnosis labels.
Example: Difficulty sustaining attention during writing tasks, sensory overload in group settings, needs frequent movement breaks.
This description feeds directly into the AI Adjust Resource tool when you use it for this student.
Step 6: Save the record
Press Add student. What happens next depends on your workspace:
- Independent workspace: The student is activated immediately. From here you can log evidence entries, use the AI Adjust Resource tool, and track readiness.
- Managed school: The student is placed in a Pending state. The NCCD Coordinator is notified and will review the nomination. You can still view the student record, but evidence logging becomes fully available once the coordinator promotes the record to Active.
What the progress strip tells you
As you move through the panel, a strip of chips tracks what you have confirmed:
| Chip | What it shows |
|---|---|
| Name chip | Student's full name |
| Year · Class chip | Year level and class confirmed |
| Adjustment level chip | QDTP / Supplementary / Substantial / Extensive |
| Consultation chip | Yes / Not yet / Prefer not to say |
Why this matters
Student setup is the foundation of the NCCD record. In managed schools, the nomination flow keeps compliance decisions with the people responsible for them — while still letting teachers contribute the classroom knowledge that makes the record useful. In independent workspaces, removing the approval layer means teachers can start building evidence without waiting for anyone else.
Either way, the faster a student record exists, the sooner evidence can begin.
Common mistake: Assuming the setup flow works the same in every workspace. In a managed school, the adjustment level and NCCD category you enter are reviewed by the coordinator — not locked in by you. In an independent workspace, everything you enter is final from the moment you save. Use the path that matches your workspace, or the record will be set up with the wrong expectations.
What to do next
Once the student record is saved — or nominated and pending coordinator review — the next steps depend on your workspace.
- Independent workspace: Start logging your first evidence entry immediately.
- Managed school: Wait for the coordinator to activate the record, then begin logging evidence once the student is Active.
Next guide
Log your first evidence →
Walk through your first evidence entry step by step.