Describe the context
- grade, course or learning context
- how long and how often you have worked with the student
- classroom or setting demands
- attendance or major contextual factors you are authorized to share
Professional resource
Teacher information checklist.
Specific observations are more useful than diagnostic conclusions. BrainLab requests teacher information only where relevant and with appropriate consent.
Describe the context
- grade, course or learning context
- how long and how often you have worked with the student
- classroom or setting demands
- attendance or major contextual factors you are authorized to share
Describe observable strengths and difficulties
Use examples, frequency and impact. Avoid assigning a diagnosis.
- attention, organization and task initiation
- reading, writing, mathematics and learning efficiency
- communication, interaction and group participation
- flexibility, routines or sensory responses
- emotional regulation, behaviour and response to stress
Document functional impact
- independent work
- multi-step instructions
- pace, accuracy or completion
- transitions and unstructured time
- participation, relationships or attendance
Note supports and response
- instructional strategies
- environmental changes
- accommodations
- targeted interventions
- what improved, did not change or varied by context
Share securely and with consent
Complete only the information requested. Confirm appropriate consent and use the secure method provided by BrainLab. Do not email sensitive records unless instructed.
Describe observable strengths and difficulties
Use examples, frequency and impact. Avoid assigning a diagnosis.
- attention, organization and task initiation
- reading, writing, mathematics and learning efficiency
- communication, interaction and group participation
- flexibility, routines or sensory responses
- emotional regulation, behaviour and response to stress
Document functional impact
- independent work
- multi-step instructions
- pace, accuracy or completion
- transitions and unstructured time
- participation, relationships or attendance
Note supports and response
- instructional strategies
- environmental changes
- accommodations
- targeted interventions
- what improved, did not change or varied by context