Parent Reports

Parents receive their child’s picture in one of two ways: a downloadable PDF that a teacher prepares and shares, and a read-only web portal where a parent can check in on their own children at any time. Both surfaces use the same foundational constraint: a parent sees growth language only. No numbers, no percentages, no benchmark figures, no internal category codes, and no comparison to other children appear on either surface.

The parent growth PDF

The PDF is a single-page, Arabic-first document in A4 format, generated by the teacher and shared off-platform, typically over a messaging channel. An English version of the PDF is also available for families who prefer it. The PDF is produced entirely from evidence the platform has already gathered; it does not trigger any new measurement step.

The teacher initiates the PDF from the child’s record in the dashboard. Generating it requires the teacher to have an activated support plan on file for the child, or a resolved profile at minimum, because a PDF that says nothing useful is not useful to a family.

What the PDF contains

The document has three parts.

What your child is working on. A short paragraph, in growth language drawn from the platform’s pre-written template library, that describes the child’s current focus area in Arabic reading. The language is encouraging and forward-looking. It names what the child is developing, not what they are missing, and it avoids any term that sounds like a medical or clinical assessment.

How each reading area is going. The six Arabic reading areas appear as simple category labels, one per area: on track, making progress toward the level, benefits from targeted support, needs structured support and close attention, or we need more data. These are descriptive phrases, not codes or letters or numbers. If the platform has not yet gathered enough data on a particular reading area, the PDF says “we need more data” rather than hiding the gap or assigning it a default.

What to try at home. A short list of up to five practical suggestions a parent can use at home, drawn from the narrative already stored in the child’s profile record. These are generated at report time from the same pre-written growth-language templates, not created by an AI for each individual request. A parent receives concrete suggestions, such as listening to the child read aloud for a few minutes or encouraging them to retell a short story, not abstract goals.

What the PDF never shows

Numbers and percentages do not appear anywhere in the document: not as scores, not as cut-score thresholds, not as session counts, not as time-on-task figures. Internal category labels that the platform uses in its logic, such as profile type codes or skill identifiers, are stripped before the PDF is assembled; the stripping happens at the data layer before any text goes into the document layout, not just at the display layer.

Benchmark comparisons do not appear. A parent does not see that their child scored “below the grade-level benchmark of X words per minute.” They see a category label that describes the child’s current position in growth terms.

No information about any other child appears in any form. The PDF is structurally scoped to a single child; there is no class context, no comparison peer, and no relative ranking.

When the PDF cannot be generated

If the child’s profile is incomplete, the PDF does not fabricate a profile to fill the page. Instead it renders a safe holding page that tells the family what step the teacher is working through next, and invites them to ask the teacher directly. This is a design choice: a well-intentioned but inaccurate summary can confuse a family more than a clear explanation of what is still in progress.

The platform enforces a language-safety check before rendering every string that goes into the PDF. If that check is unavailable for any reason, the endpoint refuses to return a document rather than ship text that has not been reviewed. A parent receiving an error in that case can ask the teacher to try again shortly.

The parent web portal

The parent portal is a read-only authenticated view of a parent’s own linked children. A parent logs in and sees the children who have been linked to their account by the school admin. They cannot see any other child, including children at the same school. The link between a parent account and a child is established administratively and cannot be changed by the parent.

What a parent can see

For each linked child, the portal shows four things.

The list of linked children. At the entry screen a parent sees their children, with each child’s first name, grade, and school. From this list the parent selects which child to look at. The screen is minimal by design: it shows what the parent needs to navigate, nothing more.

Assessment history. For each completed reading check, the portal shows when the check happened and a short label describing what it showed, in plain language. No measurement score, no technical identifier, and no comparison appears. The label is the same growth-language vocabulary the rest of the parent surface uses.

Growth over time. The portal shows how each of the six reading areas has moved across the checks the platform has done. This is presented as a series of categorical labels over time, so a parent can see that “foundations of reading” has moved from “needs structured support” to “making progress” across the course of the term. There are no numbers on the chart and no trend lines that imply a percentage. The time points appear in the order they were recorded; they are not labelled with specific assessment-period names because that information is not yet attached to the snapshot in the current version.

What to try at home. The same list of up to five practical suggestions that would appear in the PDF, drawn from the child’s current profile record. These are live in the sense that when the teacher updates a plan and the profile updates accordingly, the suggestions here change. They are not stale from the last PDF the teacher sent.

What the portal never shows

Everything the PDF withholds, the portal withholds too. Numbers, percentages, internal codes, benchmark figures, and other children’s information are absent from every route the portal exposes. Two separate technical controls enforce this: the data models the portal uses are defined to contain only parent-safe fields, and every string that does reach the portal passes through the same language filter the PDF uses. Both controls must pass before a response is returned.

The portal does not send notifications, does not store phone numbers, and does not integrate with messaging services. A parent who wants the PDF rather than the web view asks the teacher to generate and share it.

Connecting with the teacher

Neither the PDF nor the portal is a replacement for a conversation between a parent and a teacher. Both are designed to give a parent enough of a picture to ask a good question at the next meeting: which reading area to ask about, what home practice is most worth the family’s time, and how the plan is going. The teacher remains the person who can answer those questions with full context.

Teacher Reports: what a teacher sees, including the same child’s fuller picture with technical detail.
Language Safety: the growth-language rules and the parent filter that enforce what appears on parent surfaces.
Student Profiles: how the profile that drives the parent narrative is built.
School and Network Views: what school leaders see in aggregate, without individual child detail.