What this guide covers
- How auto-detection tags your evidence as you type
- What each of the four pillars means in plain English
- When one entry covers more than one pillar
- How to check or change a tag before saving
- How tagging connects to your students' readiness scores
Superadjust reads what you type and tags your evidence to the right NCCD pillar automatically. This guide shows you how the detection works, what each pillar means, and when to adjust a tag yourself.
Step 1: Type what happened — the system does the rest
When you start typing in the evidence box, Superadjust scans your words and detects which NCCD pillar your entry belongs to. You do not need to choose a pillar manually.
The detection updates live as you type. After a short pause, coloured pillar chips appear below the text box showing what was detected and how confident the match is.
- 1.Open the Log Evidence panel.
- 2.Select your student.
- 3.Start typing what you did or observed.
- 4.Watch the pillar chips appear below the text — these update as you write.
The more specific your language, the more accurate the detection. "Gave extra time" is detected instantly. "Helped with work" is harder to place.
"Gave William extra time on the reading comprehension task and checked how he managed the final questions."
The four pillars
Every piece of NCCD evidence falls into one or more of these four areas. Auditors check for coverage across all four — not just volume in one.
| Pillar | What it covers | Example trigger phrases |
|---|---|---|
Adjustments Blue | What you changed for the student. Extra time, modified tasks, seating changes, visual supports, behaviour strategies, assistive technology — anything different because of their needs. | extra time; modified worksheet; visual checklist |
Consultation Purple | Who you talked to about the student. Parent meetings, specialist consults, team discussions, IEP reviews with families. | spoke with mum; met with OT; team meeting |
Monitoring Teal | Whether the adjustments are working. Progress checks, goal reviews, observation notes, data comparisons, effectiveness evaluations. | reviewed progress; working well; benchmark data |
Need Grey | Why the student needs support. Diagnosis documentation, specialist reports, functional impact assessments, identified learning needs. | diagnosed with; specialist report; functional impact |
Step 2: Understand the confidence indicator
Each detected pillar shows a confidence level. This tells you how certain the system is about the match.
| Confidence level | What it means |
|---|---|
| High confidence | The system found specific phrases that clearly match this pillar. No action needed. |
| Medium confidence | The system found relevant keywords but the match could be stronger. Consider adding a few more words of detail. |
| Low confidence | The system detected a possible match but the text is too short or too vague to be certain. You can accept it, remove it, or add more detail to strengthen the match. |
If the confidence is low, a hint appears below the chip suggesting what to add:
- Adjustments: "Add detail about what you specifically changed for the student."
- Consultation: "Mention who you spoke with and what was discussed."
- Monitoring: "Describe what you observed about the student's progress."
- Need: "Reference the student's specific diagnosis or identified needs."
Step 3: Check what triggers each pillar
Here is what the system looks for. Use this as a reference when you want to write entries that detect cleanly.
Detected when you describe changes to teaching, tasks, or environment
- "Gave William extra time on the reading comprehension task"
- "Modified the worksheet to reduce the number of questions"
- "Provided a visual checklist and seated her near the front"
- "Used a graphic organiser to scaffold the writing task"
- "Set up a quiet space for Noah during independent work"
Detected when you describe communication with parents, specialists, or colleagues
- "Spoke with mum about Mia's reading progress"
- "Phone call with dad to discuss behaviour at home and school"
- "Met with the OT to review fine motor goals"
- "Emailed parent about the upcoming SSG meeting"
- "Team meeting with LST to plan Term 2 adjustments"
Detected when you describe observations, progress reviews, or effectiveness checks
- "Reviewed Noah's reading level — moved from Level 14 to 16 since last term"
- "Observed during literacy — completed 4 of 5 questions independently"
- "The visual schedule is working well — fewer transition meltdowns this week"
- "Checked progress against IEP goals — on track for two of three targets"
- "Compared this term's writing samples to last term — clear improvement in structure"
Detected when you describe diagnosis, assessment, or functional impact
- "Specialist report received — confirmed ADHD diagnosis"
- "Paediatrician assessment indicates autism spectrum disorder"
- "Functional impact: difficulty processing verbal instructions in noisy environments"
- "School psychologist assessment completed — specific learning difficulty in reading"
- "Occupational therapy report recommends sensory diet and movement breaks"
Step 4: Handle multi-pillar entries
One entry can tag to more than one pillar. This is normal and expected — real evidence often crosses boundaries.
Example entry
"Met with the OT to review Liam's fine motor progress. OT noted improvement in pencil grip but recommended continuing with the sloped writing board."
| Detected tag | Why it applies |
|---|---|
Consultation | You met with the OT. |
Monitoring | You reviewed progress and noted improvement. |
- Both tags are correct. Accept both.
- The entry counts fully toward each pillar's readiness calculation — the same entry strengthens two areas at once.
Step 5: Override when you need to
The auto-detection is a suggestion, not a mandate. You can always adjust it.
To add a pillar the system missed: tap the "+" button on the greyed-out pillar chip below the textarea. It adds to the entry with a "Manual" label.
To remove a pillar you disagree with: tap the "x" on the detected pillar chip. It removes the tag from the entry.
When to override
- The system detected "Adjustments" but you were actually reviewing whether the adjustment worked — change it to "Monitoring."
- You mentioned a parent in passing but the entry is really about an adjustment — remove Consultation if the parent was not the focus.
- The system missed "Need" because you used informal language about the student's condition — add it manually.
How tagging connects to readiness
Every tagged entry feeds into the student's readiness score. Each pillar is assessed independently because the four evidence types have different natural rhythms.
| Pillar | How it is measured |
|---|---|
Adjustments | Week coverage across the rolling 10-week window. Regular logging across weeks matters more than many entries in one week. |
Consultation | Entry count and recency. Two consultation entries in different weeks is strong. One recent entry is developing. |
Monitoring | Count and spread. Three entries across three different weeks shows a genuine review pattern. |
Need | Presence and depth across the full NCCD cycle (August to August). One well-documented entry with an attachment can reach Audit-Ready. |
Important: Zero entries in any pillar caps the student's overall readiness at Developing — regardless of how strong the other three pillars are. This is why balanced tagging matters.
Why this matters
Pillar tagging matters because Superadjust does not count raw evidence volume. The system checks whether the student has defensible evidence across all four NCCD areas at a frequency appropriate to each area. One strong pillar cannot carry a missing one. An auditor checks all four — and so does Superadjust.
The auto-detection exists so you do not have to think about compliance categories while you are teaching. Type what happened. The system sorts it.
Common mistake
Using Adjustments as the default for everything. A parent phone call belongs in Consultation — even if you discussed adjustments on the call. A progress review belongs in Monitoring — even if you adjusted something afterwards. A specialist report belongs in Need — even if it recommends adjustments. If the auto-detection tags something as Consultation and your instinct is to change it to Adjustments, pause. The system probably detected a consultation keyword for a reason. The entry likely belongs exactly where it was placed.
What to do next
That is how pillar tagging works. Once you understand the four pillars and trust the auto-detection, the next step is to use Enhance Evidence to expand a brief note into a detailed, audit-ready entry — or check your student's readiness labels to see how coverage is building week by week.
Next guide
Using Enhance Evidence →
Turn rough notes into audit-quality entries with one tap.