What this guide covers
- The four evidence types used in Superadjust
- What belongs under each type
- How to choose the clearest type when one event could fit more than one pillar
- How evidence types connect to tagging, readiness, and export
This guide explains the four evidence types you will see in Superadjust and how to use them clearly. It matters because clean evidence types make readiness easier to track, make export packs easier to trust, and reduce rework later.
The four evidence types
| Type | What it captures | Natural rhythm | Good examples |
|---|---|---|---|
Adjustments | The actual teaching changes and supports provided to the student. | High — daily or weekly | Modified tasks, extra time, visual schedules, seating changes |
Consultation | Input from parents, carers, students, and specialists. | Low — usually termly | Parent meetings, specialist consults, IEP reviews |
Monitoring | Review notes showing whether adjustments are working. | Medium — periodic checkpoints | Progress checks, observation notes, data reviews |
Need | Documentation showing why support is required. | Low — foundational | Diagnosis reports, functional needs assessments, therapy reports |
Here is what the Evidence Ledger looks like in Superadjust. Notice how the four pillars are displayed with their entry counts, giving you an instant view of evidence distribution:
Adjustments
Use an adjustment entry when you want to record the actual teaching change, support, or classroom change made for the student. This is the evidence type you will use most often because it captures what changed in practice.
What to log
- Task changes, scaffolds, and supports that help the student access learning
- Changes to seating, resources, instructions, or how learning is shown
- Regular supports that are clearly being provided because of the student's needs
Common classroom examples
- Providing a visual schedule, reduced task load, or scaffolded worksheet
- Giving extra processing time, assistive technology, or a quieter seat
- Changing the way a student completes an assessment or shows understanding
Consultation
Use a consultation entry when the main event was a conversation, meeting, or advice exchange connected to the student's support. Consultation is mandatory under the Disability Standards for Education, so it must be visible in the record.
What to log
- Parent or carer meetings
- Student consultations
- Specialist advice, team discussions, or IEP review meetings
Common classroom examples
- Meeting with a parent before changing a support strategy
- Speaking with an occupational therapist about intervention options
- Reviewing support decisions with learning support staff and agreeing next steps
Monitoring
Use a monitoring entry when you are reviewing whether a support is working over time. Monitoring shows that adjustments are active, observed, and being checked — not just set once and forgotten.
What to log
- Progress checks and review notes
- Observations about whether an adjustment is effective
- Data points or follow-up comments showing change across time
Common classroom examples
- Noting how a student responded to a new visual aid over several weeks
- Reviewing progress against an IEP goal mid-term
- Recording that a support worked well, partly worked, or needs changing
Need
Use a need entry when you are documenting why support is required in the first place. Need is foundational. It does not need constant re-logging, but it does need to be present and clear in the current NCCD cycle.
What to log
- Specialist reports, diagnoses, and functional needs assessments
- Therapy reports or standardised assessment results
- Clear documentation of ongoing learning and access needs
Common classroom examples
- Attaching a speech pathology report to a student profile
- Recording the outcome of a functional needs assessment at the start of the year
- Adding supporting documentation that explains the student's barriers to access
When two types feel possible
Sometimes an event could fit under more than one type. Use this decision table to pick the clearest match:
| If the main thing was... | Use this type | Why |
|---|---|---|
| A classroom support change | Adjustments | The record is about what changed for the student. |
| A meeting, conversation, or advice exchange | Consultation | The key evidence is the discussion and the decision. |
| A check on how support is going | Monitoring | The value is in the review, pattern, or follow-up. |
| The reason support is required | Need | The entry explains the student's underlying support need. |
Why this matters
Evidence types keep the record clear. When the right type is used from the start, coordinators can see stronger patterns, balanced pillar coverage is easier to review, and exported evidence packs are easier to trust. Superadjust is not rewarding raw volume. It is checking whether the right kinds of evidence are present across time.
Common mistake: Do not use Adjustments as the default for everything. A parent meeting belongs in Consultation. A review note belongs in Monitoring. A diagnosis report belongs in Need. If the wrong type is used, the student can look busier on the timeline without actually improving balanced readiness.
What to do next
Once you know which evidence type fits the action, the next step is to tag it correctly and keep your entries consistent. Read Pillar tagging next, then use Enhance Evidence when you want to strengthen a rough note into a more detailed, audit-ready record.
Next guide
Pillar tagging →
How Superadjust tags evidence to the correct NCCD pillar.