How adjustment strategies are used
An adjustment strategy is a reusable description of support that may help a student. The Strategy Library keeps that description, its applicability and any official NCCD mapping together so the school does not have to rewrite the same adjustment in plans, evidence setup and curriculum programs.
Seeing a strategy does not mean it was delivered. Adding it to a plan or program records an intention. It becomes evidence only when a staff member records that the support was provided in that context.
One definition can support three kinds of work
The How this is used setting describes where a strategy can be offered. A strategy may be available in one or more of these contexts.
| Use | What adding the strategy means | When it becomes evidence |
|---|---|---|
| Plans | The strategy is intended for this student and can be added as a planned adjustment. | A staff member records that the planned support was delivered. |
| School adjustments | The strategy is available when staff record a manual adjustment using the school's established evidence wording. | The staff member saves the adjustment against the student. |
| Curriculum adjustments | The strategy is available to a program and can be selected for a program delivery or the students connected to that delivery. | The teacher confirms that the strategy was used during delivery. |
The context stays attached to the resulting record. This lets a school distinguish a support that was planned from one that was actually delivered, and distinguish a general school adjustment from one used in a particular program.
Relevant strategies appear before general strategies
Junipa organises suggestions around the student and the work in front of the teacher. The source remains visible so staff can understand why each strategy appears.
- Direct context first. Strategies already connected to the individual student, the current program delivery or an active plan appear first.
- Recorded and matched suggestions next. This includes plan adjustments, Junipa suggestions and strategies that match the student's disability category, adjustment level or medical condition.
- General strategies last. School-wide strategies remain available when a more specific match does not cover the situation.
The order is a prompt, not an instruction to use every strategy. Staff still decide what is appropriate for the student and the learning context.
The School Managed Evidence List remains the source for school adjustments
Schools that already use Admin > Evidence keep their School Managed Evidence List. Enabling the Strategy Library does not replace those labels, change older records or require the school to recreate its evidence setup.
A school adjustment strategy can link to an existing managed evidence item. The school-facing wording remains familiar to staff, while its official NCCD category and subcategory remain available for reporting. The Strategy Library reuses that relationship instead of making a second copy.
For more detail about the two labels, see School evidence labels and official NCCD mapping.
NCCD mapping adds meaning without changing school wording
A strategy may be non-NCCD, or it may link to one or more official NCCD adjustments. Where a mapping applies, Junipa keeps the official category and subcategory together. Staff can continue to work with concise school wording, while coordinators can see the formal mapping when they need it.
The mapping does not prove that an adjustment was delivered. It describes what the strategy relates to. The evidence record created when staff confirm delivery proves when, where and for whom the adjustment was made.
Curriculum delivery records intended and delivered support separately
Adding a strategy to a curriculum program makes it available to teachers delivering that program. It does not record that every connected student received the strategy.
During delivery, the teacher can confirm which strategies were used and add something else that worked. Junipa can then keep the student, program, delivery date and strategy together in the resulting evidence record.
After the program, the school can review:
- Which strategies were available but not used.
- Which strategies were used, and how often.
- Whether use was tied to a program, a student, an adjustment level, a disability category or a medical condition.
- Whether the same subject-independent strategy was useful in later programs.
A use count shows delivery frequency, not effectiveness by itself. Professional review, student response and the supporting evidence still determine whether the strategy should be kept, changed or retired.
What staff see on the student record
Confirmed adjustments appear with the student's other adjustment evidence. Staff can see:
- The strategy wording used for the student.
- Whether it came from a plan, a school adjustment or a curriculum delivery.
- The date and delivery context recorded when the adjustment was confirmed.
- The linked official NCCD category and subcategory, when the strategy has a mapping.
The student record shows delivered adjustments, not every strategy that was merely suggested or made available. Staff can therefore distinguish a possible support from one that was actually provided.
This gives the school one adjustment history without flattening the contexts that explain why the support was selected and where it was delivered.
For the plan workflow, see Using the Adjustment Library in a plan. For a practical curriculum example, see Curriculum adjustments.