For teachers

You already know your students.
Baseer shows you what the data says they need.

Not a summary of the report you wrote. The signal inside it — the benchmark pattern, the ability gap, the Arabic score the card didn't surface — delivered as a 60-second prep card before every parent meeting.

60s

To read the prep card before the meeting

New systems to log into or data to enter

Things the prep card gives you: signal, student conversation, parent prep

🔗

Before you read anything else — Layla's parent has already received their brief.

They know the verdict: "Capable of more." They were asked to try two things. They have two questions prepared. You and the parent are walking into the same meeting from the same understanding. This card tells you exactly where they are.

Layla Hassan — prep card

Layla Hassan

Grade 4 · Term 2 · ASCS · Parent meeting: today

DIAGNOSE — Capable of more

The signal

Why DIAGNOSE: Layla's CAT4 Quantitative Reasoning sits at SAS 112 — top 20% for her age group. Her Arabic is above benchmark. Her grades sit in the Secure band across core subjects. The data shows a child performing below what her ability strongly supports. This is not a motivation issue — it is an unconverted capacity issue.

Ability (CAT4 QR)

SAS 112

Top ~20% nationally

Performance (English Writing)

Developing

Below target — widest gap

Arabic

Above target

Above MOE benchmark

ATL pattern

Inconsistent

Strong in visual/practical tasks; disengages on extended writing

Watch this term

English Writing: Developing band, below target. Ideas present verbally — not converting to written output. Watch for avoidance patterns on extended tasks.

Arabic strength: Above target and above MOE benchmark. Credit this explicitly — it is not appearing in her sense of herself as a learner.

Student conversation

Open with "Layla, before we talk about your report — I want to ask you something. What did you find genuinely hard this term? Not what you got a low mark on. What actually felt difficult."

Priority English Writing — the verbal-to-written gap

Ask the student "When you know what you want to say — can you feel it being hard to get it onto paper? Or does it disappear when you pick up the pen?"

Don't let this slip: if she says "I just don't like writing" — that's a flag, not an explanation. Probe: is it the ideas, the handwriting, the time pressure, the blank page? The cause changes the intervention.

Notable Arabic — name the strength she doesn't know she has

Ask the student "Did you know your Arabic is above where most students your age are? I want to make sure you know that — because I think you don't."

Parent meeting prep

Your opening (three sentences)

"Layla is a genuinely capable learner — her reasoning ability puts her in the top fifth of her age group, and her Arabic is above benchmark."

"The gap we're watching is between that ability and what's showing up on paper — particularly in written tasks, where the ideas are there but aren't landing yet."

"This term is the right time to close that gap — it's small, and we have a clear picture of what's causing it."

What the parent was asked to try this term 1. Sketch before you write — draw what you want to say, then write from the picture.
2. Name the effort, not the grade — "I noticed you didn't give up on the long problem."

Questions the parent is likely to raise

"If her reasoning is that strong, why aren't the grades higher?" — The gap is the signal, not the failure. Reasoning ability predicts potential; grades reflect current output. The two don't always match yet.

"Is there a learning difficulty here?" — Do not speculate. You are working from assessment data that shows a pattern, not a diagnosis. Refer to the school counsellor if the pattern persists next term.

What this asks of you

⏱

60 seconds before each meeting

That is the only time ask. No training. No login. No data entry. The card arrives — you read it.

📋

Built from what you already wrote

Baseer reads the report your school produces. You don't produce anything new. The intelligence was already there.

🔒

Nothing stored after the meeting

Reports are processed in memory and deleted. No student data lives in the system. Nothing requires a sign-off before the pilot starts.

🔄

Next term, Baseer tells you whether it worked.

The two things the parent was asked to try become the first line of next term's prep card: "Last term: parent tried sketch-before-write and process praise. Here is what this term's data shows." The loop closes. You stop wondering if anything changed between meetings.

You already know your students.Baseer shows you what the data says they need.