Skip to Content

Teacher Reports

A teacher’s report surface in Amal is not a gradebook. It is a readable picture of where each child stands across Arabic reading skills, what the platform has proposed, and where it still needs more evidence. There is no single score, no percentage summary, and no ranking within the class. Every figure is a count or a category, reported per skill and per reading area.

Two views available to a teacher

A teacher works with two complementary views: a per-child view that covers every reading skill in depth, and a class-level summary that shows how the whole class distributes across skill areas.

A teacher can see only the classes they are assigned to. A class that belongs to another teacher in the same school is not visible, even at the summary level.

The per-child skill report

For any child in a teacher’s class, the report shows five sections in a fixed order.

Plain-language profile

The first section is a short description of the child’s overall reading picture, written in Arabic by the platform and drawn from a library of pre-written growth-language templates. The description never uses clinical or diagnostic labels. It describes what the child shows in their reading and what the main area of focus is, in terms a teacher and a parent can both understand.

If the platform has not yet seen enough evidence to form a confident profile for a child, this section says so clearly and names the specific check that would resolve the gap. No placeholder profile is shown, and no invented description fills the space.

Reading area overview

Six reading areas cover the full scope of Arabic reading. For each area the report shows one status word: on track, approaching, below, serious concern, or not yet assessed. These five categories are the only form of summary the report uses. No area is given a percentage or a number. Two children can both have the same area shown as “approaching” while being at different points within that band; the per-skill rows below give the detail the area label cannot.

“Not yet assessed” is an honest status that means the platform has not yet collected enough data in that area, not that the child is doing poorly. It is never hidden and never converted into a lower category to appear complete.

Skill-by-skill rows, sorted by need

Within each area the report shows each individual reading skill as its own row. These rows are sorted: skills where the child clearly needs support appear first, followed by skills under watch, then skills in contextual review, then skills that are on track, and finally any that have not yet been assessed. Within each group the skills appear in Arabic alphabetical order.

Each row has two pieces of information:

  • The reading status for that skill, as a category, matching the same five-value vocabulary used for reading areas.
  • An action label in Arabic that tells the teacher what kind of attention the skill needs: intervention needed, monitoring needed, under review, appropriate, or not yet assessed.

This ordering means a teacher opening the report sees the child’s most pressing needs at the top, without having to scan through stable skills to find them. The sort is applied before the report reaches the browser; it does not change if the teacher filters or scrolls.

Active support plan

The fourth section shows the child’s current support plan: which named plan was activated, what the focus skill area is, and what stage the plan is at in its lifecycle. Plans move through a defined set of stages from recommendation through activation to monitoring and eventual exit. The teacher can see at a glance where the plan currently sits.

If no plan has been activated yet, this section says so and is not hidden.

Open alerts

The fifth section lists any active alerts. An acute regression alert appears here when the platform detects a sharp drop in a skill the child was previously doing better on, based on two comparable recent checks. Receiving this alert is a prompt for the teacher to review, not an automatic change to the child’s plan. Other active monitoring flags appear here as well.

If there are no alerts, the section is empty. It does not disappear: the teacher can see it was checked.

The class summary

The class summary gives a teacher a count-based picture of the whole class without drilling into individual children.

For every reading skill, the summary shows how many children in the class fall into each status category. A teacher can see, for example, that twelve children in the class need support on a specific decoding skill while twenty are on track. This lets a teacher plan grouped sessions and spot areas where a whole cluster of children needs the same kind of help.

The class summary also shows, for each of the six reading areas, the overall distribution of statuses across the class as counts. The most serious concern observed across the class for an area is shown as the class status for that area, not as an average. If one child in the class shows a serious concern on a reading area, that area’s class status reflects it.

Children are never named or ranked in the class summary. The view shows numbers of children in categories, nothing finer.

The five-band reference

Teachers have access to a reference catalog that explains what each of the five status categories means in reading terms: what kind of evidence is behind each category, what it typically means for a child’s classroom experience, and what kind of support it signals. This catalog uses only growth language and avoids any comparison to external frameworks or clinical scales.

These descriptions are working defaults while final wording is confirmed with the partner content team.

What the report never shows

Across every view the teacher sees, four things are permanently absent by design:

  • A single overall reading score or percentage. Arabic reading is reported skill by skill and area by area. A single number would compress information that a teacher needs in its disaggregated form.
  • Internal technical labels or codes. The platform uses internal identifiers to organize its logic. None of these appear in the teacher’s report. Everything a teacher sees is in plain Arabic or plain English, depending on their language setting.
  • Benchmark numbers. The comparison against year-level expectations is translated into a category before it reaches the report. The teacher sees “below” rather than a raw score and a cut point.
  • Rankings within the class. No child is shown as first, last, or highest. Status distributions are about the class as a whole, not about the relative standing of children.

How the report is kept current

The report reads from snapshots that the platform’s decision layer has already computed and stored. The report itself runs no measurement logic: it is a reader, not a calculator. When the platform updates a child’s skill status after a new check, the updated snapshot is available for the report on the next request. The browser holds each individual child’s report in a short local cache so that switching between children is fast; the cache refreshes in the background.

How Amal Works