Levels of Adjustments within the NCCD: Helping Every Student Succeed with Tailored Support

Supporting students with disability effectively requires understanding not just who needs support, but how much and what type of support they need. The Nationally Consistent Collection of Data on School Students with Disability (NCCD) uses the concept of Levels of Adjustment to capture this in a structured way. This post breaks down each level in simple terms, with practical classroom examples, and explains why it matters for teachers and students.

What are Levels of Adjustment?

Levels of Adjustment describe the intensity and type of support a student requires to access learning on the same basis as their peers. Rather than labelling students, the focus is on identifying what helps them succeed and documenting it effectively.

There are four levels of adjustment in the NCCD:

1. Quality Differentiated Teaching Practice

What it means:
This is the baseline level of support. All students benefit from quality teaching that considers differences in learning styles, abilities, and interests. No extra formal adjustments are required.

Classroom example:

• Using a mix of visual, auditory, and hands-on teaching approaches
• Allowing students to choose how to present their learning (e.g., poster, oral presentation, written report)
• Providing clear instructions and examples for all students

Evidence:

• Lesson plans showing differentiation strategies
• Observations of teaching practice
• Student work reflecting varied methods of engagement

Why we record QDTP adjustments for some students:
Even though these strategies can support all students, some students still require ongoing, structured use of these adjustments to access the curriculum effectively. Recording them ensures that the student’s specific needs are acknowledged, monitored, and factored into planning. It also provides evidence that these strategies are not just incidental but are intentionally applied to support the student’s learning.

2. Supplementary Adjustments

What it means:
Students at this level need additional, specific support beyond quality teaching to help them access the curriculum.

Classroom example:

• Providing a scribe or word processor for a student who struggles with handwriting
• Extra time on tests and assignments
• Modified worksheets with scaffolds, like sentence starters or graphic organisers

Evidence:

• Documentation of adjustments in student support plans
• Notes on the strategies provided and their impact
• Samples of modified work or assessments
  
  

3. Substantial Adjustments

What it means:
Students require more significant, ongoing support to participate successfully in learning. Adjustments are tailored and often intensive.

Classroom example:

• One-on-one support from a learning support teacher during lessons
• Alternative assessment tasks or modified learning outcomes
• Behaviour support plans for students with complex social-emotional needs

Evidence:

• Individual plans (IEPs, IBPs, PLPs) outlining tailored adjustments
• Assessment modifications and teacher reflections
• Records of collaboration with allied health professionals or parents
  
  

4. Extensive Adjustments

What it means:
Students at this level need highly personalised and ongoing adjustments to access education. These adjustments are usually intensive and may involve support from multiple staff or services.

Classroom example:

• Full-time integration support or a combination of in-class and withdrawal support
• Highly individualised curriculum and assessment modifications
• Assistive technology to facilitate communication, mobility, or learning

Evidence:

• Detailed individual plans with specific goals and strategies
• Logs of daily support provided
• Collaboration notes from multidisciplinary teams

How teachers decide on a level

Determining a student’s level of adjustment involves:

1. Observation and professional judgement – Teachers identify what the student can do with and without support.
2. Reviewing evidence – Collect samples of work, assessment modifications, and support records.
3. Collaboration – Discuss adjustments with colleagues, leaders, and parents/carers to ensure a consistent and fair judgement.

Why Levels of Adjustment are important

• Supports inclusion: Ensures students can access learning on the same basis as peers.
• Guides resources: Helps schools identify and allocate support where it is needed most.
• Demonstrates compliance: Meets legislative requirements under the Disability Standards for Education and DDA.
• Encourages reflection: Promotes thoughtful planning about what works for individual students.

By understanding and documenting levels of adjustment, teachers make visible the good teaching and support they are already providing, while also helping students succeed in meaningful ways.

Final thoughts

The Levels of Adjustment aren’t about labels—they’re about tailored support that meets each student where they are. With clear evidence and reflection, teachers can confidently demonstrate the impact of their practice, support their students’ learning, and contribute meaningfully to the NCCD process.

 

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