What this guide covers
- how to enter the student's core details
- how to set the adjustment level
- how to record parent or carer consultation
- how to complete the needs profile with DSM-5 diagnosis search
- what happens after you save the record
This guide shows you how to create a student record in Superadjust with the key details the platform needs from the start. A complete setup matters because the student profile supports class organisation, evidence logging, readiness views, and any later nomination or review flow.
Context: The add-student flow can behave differently depending on your workspace. In a private or standalone teacher workspace, the student is usually created as an active record in your own space. In a managed school with a coordinator, the same action may create a pending nomination for coordinator review instead of a final active student.
Step 1: Enter the student's core details
Start with the fields that identify the student and place them in the right year level or class. These details help Superadjust place the student correctly in your student list, class views, and later profile screens.
Add student panel showing core fields: name, year level, class selection
- 1.Open the Add student panel from the Students area.
- 2.Enter the student's first name and last name.
- 3.Select the student's year level from the dropdown.
- 4.Add the student to a home group or class if that field is available.
Turn on Anonymised only if your school needs the profile to display without standard student identity in some views.
Step 2: Set the adjustment level
The adjustment level describes how much support this student currently receives. This maps to the NCCD level of adjustment used in Census Day reporting.
Adjustment level selection with four NCCD levels
- 1.Review the four adjustment level options: QDTP, Supplementary, Substantial, or Extensive.
- 2.Select the level that best matches the support currently being provided.
- 3.If you are not sure, leave it blank — you can set it later.
- 4.In managed school flows, the final level may be confirmed by a coordinator after you submit.
| 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. |
Step 3: Record parent or carer consultation
This section asks whether a parent or carer has been consulted about this student's adjustments. Consultation is a key part of the NCCD process.
Parent/Carer consultation with note field and Needs Profile card
- 1.Select whether a parent or carer has been consulted: Yes, Not yet, or Prefer not to say.
- 2.If Yes is selected, add a brief note describing the consultation (e.g. date, what was discussed, any agreements reached).
- 3.This note helps build a consultation trail that supports your NCCD evidence.
Even if full consultation has not happened yet, selecting 'Not yet' keeps the record honest and reminds you to follow up.
Step 4: Complete the Needs Profile
The Needs Profile section captures diagnostic and learning context. It is marked as optional, but completing it powers more accurate AI adjustment suggestions and clearer NCCD reporting.
Needs Profile section with diagnosis status options
Diagnosis status
First, confirm whether the student has a confirmed diagnosis:
- Yes — confirmed: A formal diagnosis exists from a medical or psychological professional.
- Not confirmed (Imputed): The disability-related need is inferred from evidence and professional judgement, not a formal diagnosis.
- Prefer not to say: You are not setting this yet or the information is not available.
DSM-5 diagnosis search
If you select "Yes — confirmed", a search field appears where you can look up and select the student's DSM-5 diagnosis. The primary diagnosis is used for NCCD reporting.
DSM-5 diagnosis search field appears when "Yes — confirmed" is selected
- 1.Type in the search field to find the relevant DSM-5 diagnosis.
- 2.Select the diagnosis from the search results.
- 3.The primary diagnosis will be used for NCCD reporting purposes.
- 4.You can add multiple diagnoses if needed, with one marked as primary.
Step 5: Review and save
Before saving, review the profile to make sure all the key details are correct. The progress chips at the top of the panel show what has been entered so far.
Final step: evidence start date, tags, notes, and save confirmation
- 1.Check the progress chips at the top: student name, year level and class, adjustment level, and consultation status.
- 2.Review the Needs Profile section if you have completed it.
- 3.Add any additional notes or tags if your workflow uses them.
- 4.Press Add student to save the record.
After you save, the student usually becomes active in a private or standalone teacher flow. In a managed school flow with a coordinator, the student may be created as pending and sent for coordinator review instead.
Why this matters
A well-set-up student record gives you a cleaner starting point for everything that follows. It supports class organisation, evidence logging, adjustment tracking, and readiness views. It also helps avoid confusion later if the student moves through a nomination, confirmation, or coordinator review flow.
In Superadjust, fields like NCCD category, diagnosis status, area to focus, and adjustment level each have a separate job, so setting them clearly from the start makes the profile easier to trust and use.
Each field has a separate job
| Field | Purpose |
|---|---|
| Diagnosis status | Describes certainty — whether a formal diagnosis exists (confirmed), is inferred from observation (imputed), or not yet specified. |
| NCCD category | Supports reporting context — the classification used for Census Day data collection. Not the same as a diagnosis label. |
| Area to focus | Describes the functional barrier — what impacts the student's learning or participation in plain language. |
| Adjustment level | Describes the level of support — from QDTP (universal) through to Extensive (intensive, individualised). |
| Evidence start date | Anchors the evidence period — when the school started documenting support for this student. |
Common mistake
Confusing diagnosis, NCCD category, and adjustment level. The most common mistake is treating diagnosis, NCCD category, and adjustment level as if they mean the same thing. They do not. Diagnosis status describes certainty, NCCD category supports reporting context, and adjustment level describes the level of support.
What to do next
Once the student record is saved, the next step is usually to log the first piece of evidence or review the student profile to make sure the details look right. If you are working in a managed school, check whether the record is active or pending so you know whether coordinator review is still required.
- Log your first evidence
- Setting adjustment levels
- Setting disability categories
- Understanding readiness labels
Next guide
Setting adjustment levels →
QDTP, Supplementary, Substantial, Extensive — what each means and how to set them correctly.