School & Network Views

A school leader’s picture of reading health across a school, and a network manager’s picture across multiple schools, are both built on the same foundation as every other report in the platform: status counts, not averages, and no ranking of children or schools. A principal sees how many students in each class and skill area fall into each status category. A manager sees the same thing aggregated across the schools in their scope.

Neither view names an individual child or shows an individual child’s result. Both views include class names because a school leader needs to know which class to work with; individual students are never identified in aggregate output.

What a principal sees

A principal is linked to exactly one school. Their reporting surface covers that school only, at the aggregate level.

School reading health overview

The overview shows, for each of the six Arabic reading areas, a distribution of how many students across the school fall into each status category. The most serious concern found across the school for a given reading area appears as the overall school status for that area, not as a mean or an average. If one class in the school has a cluster of students showing serious concern in a reading area, that reading area’s school status reflects it, even if the rest of the school is on track.

“Not yet assessed” is a real status in the overview. Students who have not yet completed a check on a particular reading area are shown in their own count rather than folded into a lower category to appear fewer. A school with many unassessed students in an area sees an honest count of unassessed, which itself tells the principal that data collection is not complete.

The overview includes curriculum-level indicators that connect the reading-area statuses to the learning expectations the school follows, labeled in Arabic. These function as gauges: they confirm whether the school is generally on track, approaching, or below expectation across the measured areas. They are status labels, not numeric achievement percentages.

Cross-skill heatmap

The heatmap shows reading status counts for every individual reading skill across the school, with skills arranged in rows and status categories in columns. A principal can scan the heatmap to find the skills where student counts in the “needs support” or “serious concern” columns are highest, and cross-reference those against the class distribution below to identify where a whole cluster of students needs coordinated support.

The heatmap shows counts of students per status per skill. It does not divide those counts by the total to produce a percentage. Status counts are the unit of information throughout.

Class-by-class breakdown

Within the overview, each class in the school appears as its own card showing the class name, the number of students in the class, and a count of students whose current status indicates they would benefit from additional support. This count is derived from the worst status any student shows across the six reading areas; a student is counted as needing support if their most serious current concern is at the “below” or “serious concern” level.

Classes appear in Arabic name order, not in order of how many students need support. There is no best-to-worst ranking of classes. The count is there to help a principal allocate attention and start a conversation with a class teacher, not to label or compare teachers.

Board summary PDF

For a management meeting or a board review, the principal can generate a one-page A4 PDF in Arabic that summarizes the school’s reading health in the same count-and-category format. The PDF contains the school name, the date of the summary, the six reading-area status distributions across the school, and the class breakdown. It is deterministic: the same data produces the same PDF on repeated generation, so a principal can share it with confidence that it matches what the dashboard shows.

The board PDF shows class names and counts. It never shows a student name, a student identifier, or any individual child’s result.

The PDF is rendered inline and returned as a file download. There is no notification or delivery mechanism; the principal downloads it and shares it through their own channels.

A note on scope: the seventh Arabic reading domain, cross-cutting skills, is not graded in Wave 1. The board PDF shows a placeholder for it with the label indicating it is coming. When the platform adds grading for that domain, it becomes a real tile in the same format as the others.

What a manager sees

A manager can be scoped to specific schools within an organization, or to the entire organization. Their reporting surface covers that scope only; schools outside it are not visible. An organization administrator can see any school.

Network overview

The overview shows a card for each school in the manager’s scope. Each card shows the school’s name, the total number of students enrolled, the number of classes, the count of students currently showing support needs, and when the school’s data was last updated. Cards appear in Arabic name order.

A manager can see at a glance which schools have data that is recent and which have data that has not been refreshed in some time, because the “last updated” timestamp is shown on every card. A school that has not run recent checks will still appear in the overview; its count will reflect what was last recorded.

Cross-school comparison

The comparison view shows the six reading-area status distributions for each school in the scope, laid out side by side. For each reading area, each school shows counts of students in each status category. A manager can compare how many students in one school are on track for foundations of reading versus how many in another school.

This view is not a ranking. Schools appear in Arabic name order, not in any order of performance. There is no best-school or worst-school designation, no color-coded league table, and no rank column. The design choice is deliberate: a count comparison is informative for allocating support and professional development; a ranking creates pressure that often works against the kinds of schools that need the most help.

Trend over time

The trend view shows how the six reading-area status counts have moved across calendar months for each school in the scope. A manager can see whether a school’s count of students needing support in a reading area has grown or shrunk since the previous period.

The time axis uses calendar months derived from when each status snapshot was recorded. This is the honest available axis: the platform’s snapshot data currently does not carry formal assessment-window labels (beginning, middle, or end of year), so the monthly bucketing is what the data supports. If the platform adds explicit cycle labels to snapshots in a future version, only the time-axis labels would change; the counts and the display structure would not.

All trend numbers are counts. A trend “going up” means more students are now at a given status level, not that any percentage moved.

Scope enforcement

A manager who is scoped to specific schools sees only those schools. Attempting to view a school outside their scope returns a clear error, not an empty result. An organization administrator has access to all schools in the organization. A cross-organization attempt, such as a manager trying to view schools belonging to a different organization, returns a not-found response rather than an error that would confirm the other organization’s existence.

What neither view shows

Both the principal view and the manager view are built on a structural guarantee: individual student information does not appear. The data models underlying these views do not include a student name, a student identifier, or any per-student row in their output. The code that enforces this is automatically tested: a student with a recognizable name enrolled in a school that has data will not have their name appear in the school overview JSON or the board PDF bytes.

Neither view contains a single overall literacy score or percentage for the school or for the organization. Counts of students in status categories are the information. A “school reading health” label that reduces everything to one number is not present.

Teacher Reports: the per-child and per-class views that feed into the school aggregate.
Standards and Benchmarks: how raw scores become the status categories that populate these views.
Roles and Access: how principal and manager accounts are set up and what each can reach.
Roadmap: which features are live today and which are planned for later waves.