NCCD Assessment & Adjustment Planning

This tool supports the professional judgement of teachers and school teams. It does not make clinical determinations, diagnose disability, or decide NCCD inclusion or level of adjustment. Those decisions rest with the school team, with the principal responsible for verifying evidence.

Student details

Completed together by the provisional psychologist and classroom teacher, following the parent development interview and classroom observation.

Student name Date of birth Year level Classroom teacher Provisional psychologist Date of meeting

Referral concerns raised by the parent

Confirm the concerns raised in the parent development history interview. Tick everything that was raised, even where it wasn't observed at school.

Classroom observation

Confirm what was directly observed during the classroom observation. Only tick what was seen, this section anchors the evidence in observed functioning rather than reported concerns.

Learning domains of difficulty

With the teacher, select the domains where the student experiences difficulty accessing or participating in learning. Evidence collation for each domain comes in a later version.

Functional impact screener

Rate how much difficulty the student has had over the past school term, and how much support they need to participate. This describes functional impact in the school setting; it is not a clinical symptom measure.

In the classroom and school setting, how much difficulty does the student have…	None	Mild occasional support	Moderate regular support	Severe substantial support most days	Profound cannot participate without continuous support

Adjustments already in place

Tick the adjustments the teacher is already providing. Tags show the typical NCCD level each adjustment is associated with; the pattern of frequency and intensity across all adjustments is what informs the level, not any single item.

Recommendations & adjustment level estimate

Generated from the information entered so far. Tick the further adjustments the psychologist and teacher agree to trial. Recommendation bank is placeholder content pending Jesse's bank upload.

QDTPquality differentiated teaching practice

Supplementaryadjustments at specific times

Substantialconsiderable adult assistance, most days

Extensiveintensive, highly individualised

Suggested starting point: —

This estimate is a starting point for the school team's discussion only. The level recorded in the NCCD reflects the team's professional judgement about the adjustments actually provided over a minimum 10-week period, supported by evidence held at the school.

Review & download

Check the summary with the teacher, then download as PDF. Nothing entered here is saved after you close this page.

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