Choose the right pillar for each entry
Every entry in Superadjust belongs to one or two of the four pillars. The first, in the order Need, Consultation, Adjustments, Monitoring, is the main one. You write what happened, Superadjust suggests the pillar, and you decide the final tag.
On this page
Look at the pillar pill under your note before you log
It shows the suggestion, or reads Pillar if there isn't one yet.
If it's wrong or missing, choose the pill and tick one or two under Which pillar does this show?, then choose Done
HistoryFri 23 OctThu 22 OctWed 21 OctGave Oliver a visual timetable before the maths transition.
23 OctOliver J.ConsultationAdjustmentsAdjust resourceTodayAdjust resourceGave Oliver a visual timetable before the maths transition.
Which pillar does this show?Log the entry
Superadjust reads your note and suggests a pillar, such as Adjustments for 'extra time' or Consultation for 'spoke with mum'. Suggestions come from your note.
If your note covers two things, such as a call with a parent and a new adjustment, log two entries so each pillar gets the evidence.
The four pillars are the NCCD Guidelines' four general areas of evidence, with short names. The evidence centre explains what the NCCD asks for in each area.
Need
In the NCCD Guidelines: assessed individual needs of the student. Much of it lives on the student's profile (what affects learning, the diagnosis and the Disability category), so log a Need entry when something new arrives, like a report or an assessment result.
What to log
- Why the student needs an adjustment: the barrier, and how it affects their learning.
- Words like 'speech pathology report', 'diagnosed with' and 'struggles to read' suggest Need.
Classroom examples
- Speech pathology report: difficulty following multi-step spoken instructions
- Psychologist report confirms a reading disorder
- Struggles to read multi-step instructions without a model
Consultation
In the NCCD Guidelines: consultation and collaboration with the student, or their associates, parents, guardians or carers.
What to log
- Talking it through with the student, family, colleagues or specialists, and what was agreed. Log a consultation as its own entry, not inside an adjustment note.
- Talking with a family member, the student or a specialist, such as 'spoke with mum', 'called dad' or 'met with the OT', suggests Consultation.
Classroom examples
- Spoke with Ruby's mum about the reading plan. Agreed to try decodable readers at home.
- Met with the OT about Oliver's handwriting fatigue. Agreed to trial a slant board.
- Spoke with the student about where she focuses best. Agreed on the front row.
Adjustments
In the NCCD Guidelines: adjustments provided for at least 10 weeks, with the level justified.
What to log
- What you changed for the student, and when you did it.
- Words like 'extra time', 'visual timetable', 'chunked instructions' and 'movement break' suggest Adjustments.
Classroom examples
- Visual timetable before the maths transition
- Chunked instructions, extra processing time on the quiz
- Reader and scribe for the science test
Monitoring
In the NCCD Guidelines: ongoing monitoring and review of the adjustments.
What to log
- Whether the adjustment is working, and what you changed because of it.
- Words like 'reviewed progress', 'on track', 'working well' and 'since the adjustment' suggest Monitoring.
Classroom examples
- Reviewed progress since the sensory breaks. Settled and joined group work.
- Reviewed progress with the worked example: 4 of 5 questions. Keeping it for next week.
- Reviewed the slant board after four weeks. Not working, so back to the OT.
Log the main thing that happened. If two things really happened, log two short entries.
| When | Use | Why |
|---|---|---|
| A meeting where you agreed to change the support | Consultation | The evidence is who you spoke with and what was agreed. Log the new support as an adjustment when you start it. |
| A progress check that led to a change | Monitoring | The review is the evidence. The change you make next is a new adjustment. |
| A report that recommends adjustments | Need | The report explains why the student needs support. |
| The same support on the same days each week | Adjustments | Set it to repeat instead of logging it every time. |
Superadjust suggests Monitoring when a note reviews how the support is going. A result on its own, like 'finished 4 of 5', reads as part of an adjustment note. Say that you reviewed it and what you saw: 'Reviewed Zoe's progress with the checklist. Working well, she now starts without prompting.' If the suggestion is still wrong, change the pillar.
Each pillar is scored on its own, and the overall readiness label follows the weakest. Only an entry's main pillar counts toward Need, Consultation and Monitoring. Adjustments banks the week whether it is first or second. A wrong tag can make one pillar look busy and leave another empty, so a glance before you log keeps readiness accurate.