What to watch for, and how to record it
Anecdotal records fail for a boring reason: writing them takes longer than teaching allows. ObserveNote replaces the writing with a tap on a phrase that is already specific enough to defend, and lets you add a note only when the note is worth it.
Open the app API, llms.txt and MCP for agents
How a tap becomes evidence
Observe in the room
A tap is one observation: an area, an indicator, a valence — strength, growth or neutral — and a timestamp. It happens while the lesson is happening, not in a prep period three weeks later.
Evidence accumulates against skills
Each area is weighted onto the 6 learning skills, so an observation logged during a math block is already reporting evidence when the term ends.
Report from what you recorded
A draft comment is assembled from templates plus your own anecdotal notes, with the observations behind each sentence listed so you can check them, edit the wording and drop what you cannot defend.
Task Engagement & Focus
Starting, sustaining and transitioning between tasks. Feeds independent work, responsibility, self regulation.
Strengths
- Starts assigned work within 2 minutes of instruction
- Maintains focus on independent tasks for 15+ minutes
- Transitions smoothly between activities with minimal prompts
Growth
- Stalls during transitions or requires more than 3 reminders to begin
- Off task within 5 minutes without direct adult proximity
- Frequently plays with desk materials instead of working
Inquiry & Active Listening
Questioning, using classroom tools, and listening in discussion. Feeds initiative, collaboration.
Strengths
- Asks clarifying or extension questions ("What happens if...")
- Refers to anchor charts or success criteria before asking for help
- Responds directly to peer comments during discussions
Growth
- Asks what to do immediately after whole-group instructions
- Rarely contributes or raises hand during group discussion
- Waits passively when stuck rather than seeking help
Perseverance & Resilience
Response to difficulty, error and feedback. Feeds self regulation, initiative.
Strengths
- Uses self-talk or visual supports when encountering a hurdle
- Tries a second strategy when the first attempt fails
- Accepts constructive feedback and applies it to drafts
Growth
- Erases work repeatedly or crumples paper when incorrect
- Expresses frustration early ("I can't do this") and stops trying
- Avoids starting tasks that appear multi-step or complex
Collaboration & Peer Work
Sharing, turn-taking and conflict resolution with peers. Feeds collaboration, responsibility.
Strengths
- Takes turns and shares materials equitably
- Encourages peers during group tasks
- Listens actively without interrupting group members
Growth
- Dominates group work or refuses to delegate tasks
- Withdraws from partner work or works completely parallel
- Needs adult intervention to resolve minor peer conflicts
Self-Regulation & Organization
Materials, planning, and recognizing what the body and brain need. Feeds organization, self regulation, responsibility.
Strengths
- Has required learning materials ready at the start of lessons
- Uses agenda or checklists independently to track work
- Identifies when a brain break or sensory tool is needed
Growth
- Frequently loses worksheets or core learning supplies
- Workspace is cluttered, impeding task completion
- Requires heavy scaffolding to break big projects into steps
Your own indicators
The list above is the seed, not the ceiling. A class, a subject or a support plan usually needs its own phrases, so an organization can add indicators to any area and they behave exactly like the shipped ones — including in comment drafts.