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Stress-free system for

Angela
Watson’s
Report Card Comments

HOW TO USE THIS RESOURCE
It's easy to spend hours generating report card comments, obsessing over every word and trying (in vain) to tactfully
describe problems and accurately describe the success and struggles of each student.
This resource is a complete system designed to help you compose tactful and compassionate commentary for
progress reports and report cards in the most effective, efficient way possible.
Simply read over the initial tips for conveying difficult information and the time-saving tips to help you get in the right
mindset for composing excellent comments as quickly as possible. Then use the easy system described for batching your
report card work, and generate comments by working through your class list according to student similarities rather
than alphabetically. Follow the 5 step formula for each student’s comments, pulling from the sample wording
suggested in the doc.
The end result? A positive, empathetic, and truthful set of comments that will be helpful for parents and facilitate their
cooperation as you work together to help their children succeed … and you can accomplish that in half the time it would
take for you to do this on your own!
My suggestion is that you use this resource in digital form rather than printing it out: This will allow you to use the
search function in your PDF reader to look for a specific problem or phrase when needed.
I also recommend that you listen to the 20-minute audio version of the pages that follow, rather than reading them.
This will help you get in the right mindset so it’s faster and easier for you to work.
Want to listen instead of read?

Click here to launch the audio player.
You can listen while in the car or doing things around the house, and then sit down with the sample comments
when you’re ready to start working on your report cards. The audio version will not only save you time but also get
you motivated and inspired to write your comments.
So, press play on the audio and listen in, or make yourself a hot cup of tea (or beverage of your choice!) and take your
time reading through the tips on the next few pages. Whatever you do, don’t skip straight to the sample comments!
Being in the right mindset will make the job 10 times easier and faster. Invest a few minutes into getting yourself geared
up, and you'll be in the flow of creating comments easily and quickly.
© Angela Watson TheCornerstoneForTeachers.com

2
Getting in the groove for writing & focusing on what matters
The biggest pitfall that most teachers face with report card comments is overcomplicating the task, which creates
overwhelm. We’re going to keep this super simple by staying focused on what really matters. The purpose of report
card comments is simply to convey the big ideas and most important information parents need to know. Most
important, not everything. You do not need to share EVERY success and EVERY problem in your report card
comments.
Focus on using the comments to give a bit of context to the grades. The comment section should align with students’
grades. If a student has earned below a “C” in any area, I recommend explaining that briefly in the comments so there’s
no confusion about why the student isn’t performing better. For some parents, it might be smart to explain the “C” grades
as well. (No worries, the comment system I’ll outline will show you exactly how to do this.)
However, you do not normally need to write paragraphs of detailed information in report card comments. Parents are
just as busy and overwhelmed as you are, and most don’t have time to read an essay about everything their kids are
struggling with.
When there are problems, parents should hear about them through conferences, emails, voicemails, and other
ongoing, proactive communication measures, so there’s no need to say everything again on a report card. Put
simply: Your comments need to be true and accurate, but not all-encompassing. There is always more you COULD say,
but focus on only the most necessary and helpful information.
Think about what you really need to document. What do you need to have proof that you have expressed in
writing? For example, it’s generally important to state in report card comments if a student has excessive absences, or is
in danger of being retained. When that’s the case, stay focused on the big picture and don’t get caught up describing
every single problem the student has.
For kids who are on or above grade level, there probably isn’t anything you NEED to document, so focus on simply
giving context to the report card grades, sharing positive anecdotes and achievements, and thanking the parent for
his/her support.
It’s also important to remind yourself that most of what you write can be adapted for other students. It’s extremely rare
that a student has none of the same strengths or weaknesses as any other child in the class. Therefore, you should
plan to re-purpose and re-work a few basic comment templates over and over again. YOU are the only person who
will read every single comment, so you don’t need to create extra work by trying to generate completely original
comments for every child.
Report card comments can be massively time-consuming for the teacher but ultimately not super impactful on student
learning. The return on your investment of time and energy just isn’t that great, so that’s why you want to streamline and
keep it simple. Put your effort into helping students grow rather than laboring endlessly over just the right phrasing
for a report card
The sample comments I’ve provided here should cut your report card comment time AT LEAST in half, as you’ll be able
to use my wording (instead of coming up with your own) for the majority of info you need to convey about your students.
The only thing you MAY need to add to what I’ve written is something specific to your grade level/subject
area/curriculum. I encourage you to compose any curriculum-specific info once, and then re-use for each student with
slight changes in word choice as needed (ie “has a deep understanding of” vs “has a limited grasp of”).
The majority of what you write in your report card comments can be pulled directly from this resource. Even if every
comment I suggest is not a perfect fit, I think you’ll see the value in starting with this system rather than a blank page.
Use my words as a springboard, and it will be much easier to tweak what I’ve done already than to write from scratch.
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TIPS FOR CONVEYING DIFFICULT INFORMATION
One of the hardest parts of writing report card comments is figuring how to phrase bad news. The following tips will
help you get in the right mindset so you can determine the most tactful and compassionate way to write about
tough topics in your report card comments.
ü Keep it simple and avoid jargon. This isn’t a doctoral thesis: Parents are tired and busy just like you and want the
bottom line, so don’t overcomplicate things. Avoid intentionally using vocabulary words that parents may not know
just so you sound knowledgeable or professional. The best way to convey your credibility is by explaining what you
know to be true in a plain and compassionate way. (Don’t worry — I’ll give you lots of sample wording in a bit!)
ü Don't drop a bomb in a report card comment. If there are major issues (bullying, failing, etc.) then the parent needs
to know that well before the end of the quarter. No one wants to find out about a problem after it’s already spiraled
out of control for weeks on end. The problems you discuss in report card comments should not be a surprise to parents:
Comments are simply formal documentation of things you have already shared via email, phone calls, etc.
ü Tell the truth from a place of compassion. Make it your goal to speak truth to parents, but to do so from the most
loving, compassionate part of you (rather than in a detached, cold, way). You want to be truthful because you care
about the child and family, and want the best for them. Don’t be truthful because you want to prove they’re lazy,
uninvolved, or just plain wrong about something. Your intentions will shine through in your word choice, whether you
realize it or not!
ü Use report card comments as a rapport-building tool rather than a wake-up call. As tempting as it might be to try
to shock a parent into action by being blunt or harsh, I can tell you from (embarrassing) experience that this is
generally not the most effective approach. Your goal is for the parent to read your comment, understand and agree
that there is a problem, and take action to help solve it. As with any relationship, when you take a moment to consider
how the other person will receive your words before you speak/write, and you avoid inflammatory words/tone, you
are far more likely to get the result you want. If you haven’t been able to establish communication with the parent in
the past take even greater care in how you phrase things because the parent won’t understand your tone.
ü Avoid accusations, unnecessary labels, and off-topic remarks that are out-of-place for a permanent record.
Report cards will follow your students for the rest of their K-12 career, so try to stay focused on issues that truly need to
be documented. If you find your blood pressure boiling when you start to write about a particular student (we’ve all
been there!), stop and regroup. Don’t continue until you can say things in a way that will be fair to students/families
and reflect well on you when future teachers read your words. I’ve found it helpful to think about the different
obstacles students and/or their families are facing which cause it to be challenging for them to make better choices.
Taking a moment to stir up empathy and compassion makes it much easier to phrase things in a way that is
appropriate for a report card comment. You can always make a phone call or send an email about other issues that
you think of when doing your report cards.
ü It’s okay to share your opinions about positive attributes, but stick to the facts when discussing problems. No
parent is going to be upset that you declared his/her child to be very smart, hard-working, enthusiastic, or studious.
But sharing your personal opinion about a child when conveying a problem can seriously backfire. So instead of
describing character traits such as “lazy and unmotivated” (which the parent could easily argue) describe an
observable fact: “Often talks to peers in class rather than completing assignments.”
ü When suggesting things the parent needs to do, use the phrase “please continue to,” even when you’re almost
certain the parent is not doing it at all. For example, you might write “please continue to check homework nightly” or
“please continue to review math facts at home.” I have found this is a much more productive way of bringing up the
issue with the parent — assuming she is doing his or her job, rather than making an accusation that s/he is not. You
want the parent to do whatever needs to be done to support his/her child, and you’ll catch more flies with honey.
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Comment hacks & time-SAVING TIPS
Now that we’ve addressed one of the biggest slow-downs in generating report card comments(tactfully conveying
bad news), we’re ready to tackle some general time-saving tips. Here are a few suggestions for hacking the report
card comment process to make it easier and faster:
ü Remember the purpose of report card comments: These are not all-encompassing essays! The comments section
serves as a bit of context for the grades parents are seeing and builds on the rapport you’ve already created. That’s it.
You’re going to document the most important things that you want to prove you’ve shared in writing with parents. But
you have many other forms of communication (emails, conferences, etc.) to get into specifics — that’s not needed in
report card comments. Don’t overcomplicate things.
ü When you get stuck or overwhelmed, ask yourself, “What would this look like if it were easy?” Figure out the
simplest, easiest thing you could write and just write it! Do not allow yourself to spend hours searching for the perfect
word-aim. Aim for ”just fine” rather than “just right.”
ü Type your comments instead of handwriting them. If your report cards are created digitally, this is obvious, but if
your school still uses handwritten report cards, check to see if you can type the comments and then staple a printout of
the comments to the report card. You might also be able to print your comments on labels (stickers) and place the
stickers on report cards. This way you can copy/paste and don’t have to rewrite from scratch for every student. I’ve
found that most principals are amicable to typed comments if you explain that it will allow you to write in more detail.
ü Consider creating comments in a Google Doc or Word doc first. If your report cards are digital, you can easily
copy/paste from the doc into your report cards afterward. But regardless, this is a useful strategy because it provides
a reference for the future. You’ll be able to see from one document exactly what you wrote about each student, and
that will make it easier to generate more feedback in the future.
ü Recycle comments. You are the only one who will know if you've used the same comments for multiple kids.
Repeating the same phrasing is fine. Don’t create unnecessary work for yourself!
ü Have a separate bank of comments for male pronouns and female pronouns. That way when you’re
copy/pasting, you don’t have to worry about forgetting to change a “she” to a “he” in the middle of a paragraph.
ü Be authentic and write how you speak. Don’t waste time trying to come up with the most formal terms possible,
especially if you wouldn’t normally use those words in conversation. It’s much faster to create comments if you write
the same words you would speak if you were talking to the parent in person, rather than trying to craft a different
persona for report card comments.
ü Collect resources that address the most common problems so you can simply give parents the link or send a copy
of them home. For example, you might have a website/handout that shows parents how to help their kids with math
homework, a list of websites for practicing reading comprehension, etc. That way you don’t have to type everything
out in detail: Just write, “I am attaching a list of ideas for how your child can work on these topics at home” or “visit this
URL for resource recommendations.”
ü Use a formula for your comments (the same format each time). I created a formula with the anagram B.A.N.D.S.
which will make it super simple to generate comments for any child. I'll explain that in detail on the next page.

5
THE B.A.N.D.S. FORMULA FOR GENERATING ANY COMMENT
Next, I’ll share how to create report card comments using the stress-free system I’ve designed that takes all the guesswork
out. If you think about report card comments in terms of 5 key elements, figuring out what info to plug into each element
is much easier, and you’re less likely to find yourself stuck staring at a blank screen or page.
I’m using the anagram B.A.N.D.S. to explain the formula. Hopefully, that will be easy for you to remember if you think
about the goal of your comments, which is to help the student, parents, and teacher band together to help the student get
where s/he needs to be.
1) Best attributes
Begin by making a positive comment(s) about the student’s best attributes and/or accomplishments. Try to be specific
about the student if possible. This will convey to the parent that you really know the student and care about him/her.
2) Areas of success
Share at least one area in which the child is doing well. If you need to share significant problems with the parent, try to
lead into that by sharing a success related to that area (i.e., if there are behavioral issues, share something positive about
the students’ behavior first; if the student is reading below grade level, share something positive about his/her reading
habits, effort, or growth in reading.)
3) Needs improvement
I recommend choosing no more than three areas of improvement in most instances. Report card comments are not the
place to dump every minor issue on a parent and discourage/overwhelm him or her. You will not be in the room when the
parent reads your words, and s/he won’t know your tone/intentions. No one wants to read a lengthy list of everything
that’s wrong with his/her child. Instead, think about just a couple areas in which it’s most imperative that the student
improves in order to be successful, and focus on articulating those areas clearly. Ideally, these are issues the parent is
already aware of from your more informal ongoing communication.
4) Do this to help
Share specific things the parent/child can do to improve: It’s frustrating to parents when they hear their child is having
problems and they have no idea how to fix it. Pre-empt this problem (and avoid tons of follow-up questions) by giving the
parent simple actionable steps to take right away. Because you’re likely dealing with the same types of issues over and
over (tardiness, lack of attention in class, working below grade level, etc.), you can write out one set of suggestions for
each problem in advance, and then just copy/paste for each student who has that issue.
5) Supportive statement
End by sharing an optimistic outlook and expressing a belief that the student can and will be successful. Obviously, this is
easier to write for some kids than others, but it’s imperative that you leave the parent with the impression that you will
never give up on the student and no situation is completely hopeless. You can also share specific things you are doing/will
do in order to support the child: This may not be necessary in every instance, but when a child is really struggling, it’s
helpful to articulate this so the parent knows you are doing everything in your power to ensure success for the student. This
also conveys that you are on the same team and working together for the child, rather than just explaining a problem and
saying “you need to fix it.” Again, it is easy to misunderstand the intended tone when we communicate via writing, so
ending with a supportive statement is a great approach for ensuring parents do not feel attacked.

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EXAMPLES OF THE B.A.N.D.S. FORMULA
Brief example for an average student
Here’s what the B.A.N.D.S. formula might look like if you’re writing about an average student. This is the
simplest possible format for comments (5 sentences, one for each element of B.A.N.D.S.). Obviously, you can
add more info or talk about other strengths/weaknesses if needed.
(B) James is a happy, outgoing student who always has entertaining stories to share with me and the rest of the class.
(A) He has made great strides in math so far this year, excelling in our fractions unit and explaining his thinking well
during problem-solving activities.
(N) James is still working on improving his reading comprehension: As we discussed in our conference last month, he is
currently a year below grade level in reading and will need to progress significantly prior to our end-of-year exam.
(D) Please continue to read with James at home nightly, and encourage him to set aside two evenings a week to
work on his choice of the reading comprehension websites I’ve suggested in a list attached to this report card.
(S) Thank you for your help — with all of us working together as a team, James has incredible potential and I am
confident he will continue to grow in all areas as the year progresses.
More detailed example for a student who is in danger of not passing
Here’s what the B.A.N.D.S. formula might look like if you’re trying to convey bigger issues. In this example, Sara
comes to class with the intention of chatting and hanging out with her friends and puts very little effort into her
school work. As a result, she’s not likely to pass and is demonstrating below-grade-level work.
(B) Sara gets along well with her peers and really enjoys the collaborative activities we do in class.
(A) I was pleased that she put forth a lot of effort for the unit test last month, and her hard work paid off, raising her
average grade to a D+.
(N) I have not observed that same level of effort over the rest of the quarter, and unfortunately, that did impact her
grades. As I shared via email, she’s missing quite a few homework assignments and has some incomplete class work
as well. My concern is that these choices could result in her repeating the class/grade level next year.
(D) Would you be willing to help by checking the class web portal weekly and following up with Sara when you see
incomplete/missing work or an opportunity for a re-do that she hasn’t taken advantage of yet?
(S) I will be speaking to Sara about this as well and suggesting that she make use of the study hall/extra support I
offer during lunchtime on Thursdays. Thank you so much for your help in holding Sara accountable for her work —
even though she is not currently mastering the curriculum standards, I believe she can raise her average by a full
letter grade or more by attending class regularly and completing her assignments on time.

7
The most effective, efficient system
For completing report cards
Now that you understand the B.A.N.D.S. formula and you’ve got yourself in the right mindset for generating meaningful
comments in the simplest, most efficient way possible, you’re ready to begin doing your report cards!
Here’s the process I recommend. You’ll notice a big emphasis on batching: Grouping similar tasks together and doing
them all at once. This will allow you to get into a state of mental flow instead of forcing your brain to switch back and
forth between different types of tasks. When you're in a state of flow, the work goes faster and feels much easier.
1) Enter basic student information into report card forms for your entire class in one big batch. Ensure all names,
grade levels, etc. are completely filled in on paper report cards or entered into the computer for digitally-generated
report cards.
2) Enter all grades for the entire class in one big batch. Transfer the info from your grade book into report cards for
everyone at once.
3) Go back through each report card to add comments for all students. (You may want to do this in a Google Doc
first, then copy/paste into the report cards, so that you have all the comments in one place for your own reference/
reuse later on.) Here’s how:
q Choose a student who is typical or similar to many other children in the class (in personality or
academic progress). This first student’s comments will serve as a template for your other comments, so
don’t pick a child with super unique circumstances/characteristics.
q Generate comments for that first student by working through each of the 5 elements of B.A.N.D.S.. Use
the following pages to help you choose the phrase that best applies to that student, and personalize/add to
it as needed.
q Choose a second student who is similar to the first one, and work through each of the 5 elements of
B.A.N.D.S. again. You should be able to keep and reuse at least half of what you’ve already written.
q Continue through your class list until you’ve done comments for all students who are somewhat similar
to this first student.
q Choose a student who is very different from this first group of students (much higher/lower
academically, for example). Craft the comments for that student using B.A.N.D.S..
q Look for other students who are similar to that student, and base their comments off of his or hers.
q Continue this process as you work through your entire class list, copy/pasting from the previously
completed comments as much as possible.
When you get stuck (and you probably will at some point), remember: You do not need to share EVERY success and
EVERY problem in a report card comment. The purpose of comments is simply to convey the big ideas/most important
things for the parent to know. Your comments need to be true, but not all-encompassing, so if you see a phrase in this
document that describes the student, just go with it and don’t spend excessive time brainstorming a ton of other things
you’d also like to say on top of that. Done is better than perfect!
Also, remind yourself that it’s highly unlikely that parents will see one another’s report card comments, and they will not
know if you reuse the same wording for multiple kids. In most cases, parents assume you reuse, anyway, so don’t create
extra work by trying to generate completely original comments for every child.

8
Sample comments for the 5 elements of B.A.N.D.S.
In the rest of this document, you will find specific phrases

and wording you can use for your comments.
Begin with your first student — the one who is typical or

similar to many other kids in the class — and choose a “best
attribute” from the statements on the next page. Then
move on to the next section and choose a “success,” and so
on, until you have copied/adapted one or two statements
from each of the 5 elements of B.A.N.D.S. for that student.
Use that comment compilation as a template to help you

write comments for another child who is similar, referencing
the sample comments to help you change anything as
needed. Continue through your entire class list, copy/pasting
and adapting as you go.

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B B.A.N.D.S. STEP 1:
BEST ATTRIBUTES
Begin by making a positive comment(s) about the student’s best attributes and/or
accomplishments, choosing from the options below if needed. Try to be specific about the
student, if possible. This will convey to the parent that you really know the student and care about
him/her.
Choose one of the following, based on if the student…
Excels academically
is an outstanding student in all areas
excels in his/her studies and continues to work above grade level
Is enthusiastic and engaged

always comes to school excited and ready to share
has a great attitude toward school and is an eager participant
Tries hard
has excellent work habits and puts forth his/her best effort on all assignments
is extremely attentive in class and always does his/her best
Has a strong work ethic

enjoys learning new skills and takes on new challenges with enthusiasm
has a strong work ethic and consistently follows through on tasks, even when they are challenging
Is responsible/mature
demonstrates great maturity in all areas and is a conscientious, responsible student
is dependable, responsible, and shows considerable maturity for his/her age
Is very social/outgoing/popular
gets along well with peers and really enjoys the collaborative activities we do in class
has many friends in class and enjoys interacting with them
is well-liked by his/her peers, and often helps solve conflicts among them
Is extremely kind and thoughtful

demonstrates outstanding citizenship and kindness toward others
is a thoughtful child who treats others with kindness and compassion
is a deep thinker and considers his/her words and actions carefully before acting on them
Is very likeable and a pleasure to teach

is a model student with excellent work habits and interpersonal skills
is a pleasure to have in class and I so enjoy teaching him/he
Has a great sense of humor

is a delight to have in class and always keeps us laughing
loves entertaining us with jokes, stories, and unexpected remarks

q
B B.A.N.D.S. STEP 1:
BEST ATTRIBUTES
Shows leadership
possesses strong leadership skills and is confident in sharing his/her thinking
is a strong leader, and knows how to persuade and influence others in constructive ways
Is creative or quirky
is an out-of-the-box thinker who always has unique stories to share and creative solutions to problems
is a creative thinker and often shares profound insights in class
Is super talented in one specific area/passionate about a specific subject

enjoys sharing his/her passion for ___ with me and the rest of the class; we love hearing his/her stories
and watching him/her in action!
has a sophisticated understanding of and passion for ___, and it’s wonderful to see his/her enthusiasm
flourish
None of the above

I have enjoyed having ___ in my class
It’s been wonderful getting to know ___ over the past few months
More Descriptors
delightful
caring
kind
studious
inquisitive
creative
polite
fun-loving
thoughtful
focused
hard-working
studious
outgoing
friendly
well-liked by peers
Feeling stuck?
Pick the category here that best describes the student — whichever one sticks out
to you the most or was your first instinct when reading. Some kids are harder to
describe than others, and certain kids you might not have gotten to know very well
yet. The important thing here is to have SOMETHING to start off your comment
that conveys to the parent that you like his/her child and believe that she has some
positive traits.

w
A B.A.N.D.S. STEP 2:
AREAS OF SUCCESS
Next, share at least one area in which the child is doing well. If you will need to describe
significant problems, try to lead into that by sharing a success of the student related to that area.
For example, if there are behavioral issues, share something positive about the students’ behavior
first. If the student is reading below grade level, share something positive about his/her reading
habits, effort, or growth in reading.
Is extremely strong in a skill set

continues to excel in ____
is achieving at outstanding levels in ___
Is doing well in a skill set

has been doing a great job in ___
continues to demonstrate excellent growth in ___
is showing fantastic growth in ___
Is making some progress in a skill set

continues to improve in ____
is making slow but very steady progress in ___
is nearly working on grade level now in ____.
has increased in ___ by ___ (percentage, reading level, etc.)
is showing measured growth in ____
Has made solid academic improvements

has made significant progress in ___
has improved in __ over the past quarter, specifically in ___
is showing tremendous progress in multiple areas, including ___
Has made solid behavioral improvements

has been showing more self-discipline this quarter
has been making a conscious effort to demonstrate more self-control
is getting along better with peers
has demonstrated significant improvement in several behavioral areas, including ___
Has been working harder

has been on-task and focused, truly giving his/her best effort
has been working harder and putting forth the effort needed to master ____
Has had a good or improved attitude toward school/growth mindset

has demonstrated a positive attitude toward school and is frequently applying the growth mindset
traits/habits of mind we’ve been teaching/fostering this year
has seemed more enthusiastic about his/her studies and focused on learning

e
A B.A.N.D.S. STEP 2:
AREAS OF SUCCESS
Has good or improved work habits

has been coming to school on time and has very few absences (thanks for your support in this area).
has been coming to school prepared to learn with necessary supplies and assignments in hand
Has demonstrated self-advocacy

avails him/herself of available office hours/tutoring/support we offer at the school
asks for help when needed and is determined to understand the lessons taught
communicates appropriately with teachers regarding absences/late work
takes initiative in his/her learning by asking questions in class/redoing incorrect assignments/etc.
Has been getting along with others

treats his/her classmates kindly and has demonstrated much compassion toward them
has been getting along well with his/her classmates in social and academic contexts
Has been participating in class

has been attentive in class and participates frequently
has been on-task and engaged in our daily lessons
Has had improved attendance

Thank you for ensuring that __ attends school daily and on time over the past few weeks; more
regular attendance is starting to have a very positive impact on __’s progress.
Has been thinking critically

has grown into a more independent thinker and frequently solves problems on his/her own
excels at solving problems and thinking critically
Feeling stuck?
When choosing a strength to mention, stay focused on the categories of

characteristics. Go with your gut instinct — when you think about a particular
student, which characteristic listed here jumps out at you the most? If none of
the comment suggestions for that characteristic quite fit, create a variation on
what I’ve written here by reworking or combining the phrases. Be sure to save
your adaptation so you can re-use it for other students if needed!

r
N B.A.N.D.S. STEP 3:
NEEDS IMPROVEMENT
I recommend choosing no more than 3 areas of improvement in most instances. Report card
comments are not the place to dump every minor issue on a parent and discourage/overwhelm
him or her. Remember, you will not be in the room when the parent reads your words, and s/he
won’t be able to know your tone/intentions. No one wants to read a lengthy list of everything that’s
wrong with his/her child. Instead, think about just a couple areas in which it’s most imperative that
the student improves in order to be successful, and focus on articulating those areas clearly. Ideally,
these are issues the parent is already aware of from your more informal communication.
Lead with one of these sentence starters to document your ongoing parent
communication...
As I shared in our recent conference/email/phone call…

As you’ve noticed in ___’s graded classwork which was sent home…
As you’ve seen from ___’s classwork and test grades posted in the assignments portal online…
As you know from __’s progress report mid-quarter...
Then complete the sentence by choosing one of the following, based on if the student
needs to improve in….
Any subject/skill set

is not yet meeting grade level standards for ___
is working below grade level in ____, based on the scores earned on [our recent benchmark test/unit
exam/classwork]
is progressing in ___ but not yet working at the level needed to [pass the end-of-unit exam, be
promoted to the next grade level]
is making some learning gains in ___, but needs to continue to work on ___
is making some learning gains, but those are dependent upon him/her receiving modified
assignments and/or additional assistance
needs considerable support/assignment modifications in order to complete ___ tasks is not yet able to
independently ___
Reading
is currently reading below grade level
is reading below grade level and struggles with [decoding words, comprehension, etc], which makes it
difficult for him/her to understand what she’s reading.
is able to decode words at/nearly at grade level, but often struggles to understand what s/he has read.
Math
has not yet mastered the standards related to...
is able to solve basic math fact problems, but struggles with...
Although __ understands how to solve many complex math problems, s/he often makes
computational errors that cause his/her answers to be off by one or two digits
has been finding it extremely difficult to keep up with the more complex math problems s/he’s asked to
s solve because she [has not yet mastered basic math facts, struggles to read and comprehend
the words].
t
NEEDS IMPROVEMENT
Attendance
is often late to class and misses important instruction/assignments, which are impacting his/her
learning and grades
frequently misses class and struggles to catch up on the assignments she has missed, resulting in missing
and incomplete work as well as zeros for multiple assignments
has been arriving in the classroom 15-20 minutes late on a fairly regular basis (__ times so far this
quarter). Though it may seem like a few minutes isn’t a big deal, when s/he enters the room, the rest
of the class is already in the middle of an assignment, and it’s often tough for him/her to catch up
or make up the work later on.
has been tardy __ times this quarter. This continues to be a major concern, as she is missing out on
critical instruction, as well as group work which can’t be made up later on. I can see a major impact
on ___’s learning/grades, and would love to have more instructional timewith him/her so I can help.
Critical thinking and problem solving

consistently struggles with problem solving and has difficulty thinking critically
has little difficulty with rote memorization, but sometimes struggles to apply knowledge in new ways
and think critically
is able to master basic skills in ___, but has trouble with the more complex tasks which require critical
thinking and problem solving
Paying attention
is frequently off-task in class and needs reminders to focus on his/her work
often seems distracted by his or her cell phone/peers and needs reminders to stay focused and
complete the assignments
sometimes appears to be daydreaming in class and needs help refocusing on the assignment
often struggles to stay on-task, which is causing him/her to fall behind in ___
often misses instruction due to off-task behavior and side conversations
talks frequently in class, causing him/her to miss key concepts and instructions
Following directions
I find that ___ needs directions repeatedly constantly ands struggles with following through on the
Instructions
has some difficulty with following directions and needs additional reminders and support in order for
him/her to follow through with the task
Effort
I believe ___ is capable of more achievement than than s/he is demonstrating in ___
is making some progress in ___, but would experience more rapid growth with consistent effort/focus
has the ability to improve in ___ if s/he is willing to put forth effort and work hard
does not consistently put forth the effort needed to master the curricular goals
is not working up to his/her level of potential, and needs to put forth more effort in order to master the
necessary skills in ___
has the potential to improve his/her grades/skills in ___, and simply needs to tap into the motivation
to apply him/herself
seems to be struggling with intrinsic motivation, and has a difficult time putting in the effort that’s
needed to succeed
seems frequently disinterested in school work, and could perform at a much higher level once she is
motivated to work and putting in his/her best effort to all assignments
y
NEEDS IMPROVEMENT
Incomplete/missing work
is making some progress in ___, but his/her grades are lowered due to incomplete and missing
assignments
has not been turning in homework/classwork on a consistent basis, which is beginning to have an
impact/is having a serious impact on his/her grades
frequently misses due dates for assignments, causing his/her grade to be lowered
does not take advantage of the opportunity to redo assignments, and therefore is not able to re-learn
the material or demonstrate mastery
has ___ incomplete and ___ missing assignments this quarter, which is having a significant impact
on his/her learning and grade point average
did not complete enough assignments this quarter to get a true and accurate measure of his/her
abilities and growth
continues to have trouble consistently completing classwork/homework
remembering to bring the homework to school, which is impacting his/her learning and grades
Struggles due to special needs or language barriers

continues to receive support/assignment modifications in order to complete ___ tasks
is not yet able to independently ___
has made solid growth in ___ and puts forth the required effort to improve, though she continues to
work on a ____ level
is not yet working at a ___ level, but attempts to use new vocabulary/grammar, and uses visual
aids/graphic organizers/sentence frames to participate in group work/discussions.
will need to continue to work on ___ in order to master end-of-year goals for growth
Cooperation with others

often finds it challenging to complete cooperative learning assignments because of interpersonal
conflicts, and needs teacher intervention to solve problems with peers
sometimes struggles to interact appropriately and politely with peers, which affects his/her learning
and classwork scores for group work
is sometimes distracted in class by interpersonal conflicts and is unable to complete assignments which
require cooperation with others
frequently withdraws from group work assignments, relying on other students to complete the work
and not demonstrating the necessary effort to earn the score s/he is capable of
sometimes has difficulty collaborating with peers and needs support in communicating his/her wants
clearly/taking turns/allowing others to lead on occasion/listening to others
has so many good ideas to share with the class that it’s hard for him/her to allow other students to
participate. I am working with him/her on taking turns and being more selective about what to
share with the class.
is very knowledgeable about so many topics, and can often dominate classroom and partner
discussions. I am working with him/her to...
Shy/withdrawn
I am encouraging ___ to participate more in class. S/he has wonderful ideas and just needs to share
them!
It’s important that __ participate more often in class, both for his/her participation grade (which counts
as __% of his overall grade) and also I can gauge his/her understanding during lessons. To support
__ in this, I am...

u
NEEDS IMPROVEMENT
Disrupting class
participates frequently in class. S/he sometimes needs reminders to raise her hand, and is learning to
wait her turn.
frequently calls out in class, rather than raising his/her hand. This can be disruptive to our lessons, o I
help by providing frequent reminders that s/he must wait to be called on before speaking.
appears to be engaging in attention-seeking behaviors (making distracting noises, trying to get peers
to laugh) which can make it difficult for him/her as well as other students to concentrate
frequently needs to be seated at a place in the classroom where s/he cannot distrurb others with off-
task behavior and can concentrate more fully on the assignment
Attitude/respectfulness
sometimes struggles with showing respect to adults in the school and has difficulty accepting
correction
sometimes lacks the necessary respect for me as the teacher and disregards my policies and
classroom rules, resulting in lost learning time
frequently fails to follow the established classroom rules/policies, and does not respond to reminders or
redirection
More descriptors
reluctant, seems unmotivated, often unenthusiastic, struggling with, not yet

mastering, working hard to develop, continuing to work on
Feeling stuck?
Remember that you do not need to describe EVERY issue in a report card
comment. In fact, a parent is likely to find it overwhelming and discouraging if you
do so, and that can damage your rapport. So, stay focused on the MOST
IMPORTANT area of improvement, and list a second or third area only if
necessary and very briefly. Refrain from going into excessive detail, and instead
use the report card comment to formally document past communication in which
you have already established the problem to the parent:
As we discussed in our most recent conference, ___’s scores on the benchmark

test and classwork indicate s/he is working below grade level.
You’ll recall from our email exchange last month that ___ has not been turning in
homework/did not pass the unit test/etc
.
As you’ve seen from the mid-term report and daily classwork that has been
returned over the past few weeks, ___ has not yet mastered the standards
related to ___.

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B.A.N.D.S. STEP 4:
DO THIS TO HELP
Share specific things the parent/child can do to improve: It’s frustrating to parents when they
hear their child is having problems and they have no idea how to fix it. Pre-empt this problem
(and avoid tons of follow-up questions) by giving the parent actionable steps to take. Because
you’re likely dealing with the same types of issues over and over (tardiness, lack of attention in
class, reading below grade level, etc.), you can write out one set of suggestions for each problem
in advance and then just copy/paste for each student who has that issue.
Choose one of the following, based on if the student needs to…
Read more
___’s comprehension is likely to improve if s/he ____
___ loves to be read to! His/her vocabulary and reading fluency expand with every story s/he’s read.
Please continue to read to him/her on a daily basis. It really makes a big difference!
___ would benefit from being read to on a daily basis at home. I understand this isn’t always possible,
but please do so whenever possible. If you would like me to send books home from our classroom
library, I will be happy to do so!
The more independent reading __ does in his/her free time, the more his/her comprehension will
improve. Please help him/her find a book series or graphic novel that will be engaging, or
encourage him/her to tap into his/her love of ___ [hobby] by reading non-fiction on that topic.
Practice in math
I am providing additional support to ___ in mastering math facts by ___. She would also benefit
from practicing math strategies at home on the computer or with you. Please let me know if you
need resource recommendations.
Although she is getting additional support in class, it’s really important that s/he works on math
skills/memorizing math facts at home on a daily basis until she's caught up. I’m including
some helpful websites that s/he can use — these are very engaging resources that s/he should
utilize several times per week.
Other academic improvement

The best way to address these issues is by ___
We can work together as a team to help ___ improve by ___
I feel confident that ___ can improve his or her grades by ___
___ can continue to make improvement in this area if s/he ___
The most important things you can do at home to support ___ in these areas are ___
In order to support ___’s learning at home, I highly recommend that __
To support ___ in ___, I am ___. I would greatly appreciate your follow-up in this area so that
together, we can hold ___ accountable in making greater progress.
Pay attention in class/put forth more effort

To support ___ in being more attentive in class, I am ___. I would greatly appreciate your
consistent follow-up with him/her in this matter so that together, we can hold ___ accountable for I
am offering as much support to ___ as possible to help him/her stay focused and on-task, and I
think it would be beneficial if we had a brief conference to discuss additional steps we could take.
___would benefit from increased focus during instruction and group work, and will certainly improve
once s/he chooses to limit personal and side conversations in class.

o
D
B.A.N.D.S. STEP 4:
DO THIS TO HELP
Needs to be challenged
To ensure ___ is being challenged appropriately, I am ___. You can support ___ in this area at home
by ___.
I am continually looking for opportunities to provide additional challenges to ___ so that s/he can
grow into his/her full potential. I’d love for us to work together to ___.
Complete classwork/redos
I’ve tried to simplify the re-do and correction process as much as possible, and provide ample time for
___ to re-submit work. I will continue to speak to him/her about this issue and would greatly
appreciate your follow-up at home, as well. You can check the online grades portal to see which
assignments are missing at the end of each week.
Please continue to support ___ in being accountable for assignment completion. S/he may find it
helpful for you to create a nightly routine in which you look over his/her work/check the online
portal/etc to ensure work has been submitted on time.
Attend class/be on time

It would be highly beneficial for ___ to arrive at school no later than ___ o’clock. I really appreciate
your assistance with this.
The more frequently ___ attends class and the more timely s/he can be, the more I can support ___
in his/her learning, and s/he can begin the process of improving his/her grades.
I know that you are deeply invested in helping ___ meeting the learning targets for the upcoming
quarter, and your assistance with improving his/her attendance will go a long way in helping ___
be more successful.
Complete homework
Thank you for your support in ensuring that ___ is practicing these skills at home through homework
assignments and the additional activities I’ve recommended previously.
Would you be willing to check over __’s homework to make sure that it is complete, accurate, and
placed in his backpack each night before school? ___ makes a good effort at this, but
sometimes needs some reminders and assistance, which is perfectly normal for a child his/her age.
Please let me know if there is anything I can do to support you in helping him complete and turn in his
homework. I am happy to help.
I have spoken with ___ about the importance of practicing key skills at home, and have made some
suggestions to help. I appreciate your support with this!
S/he would benefit greatly from having an adult check over his homework and ensure it’s in his/her
backpack. I really appreciate your assistance with this.
Cooperate with others

I will continue to talk with ___ about this and model appropriate problem-solving with peers, and I
appreciate your continued support in this area, as well.
To support __ in having better/healthier interactions with his/her peers, I am ___. I appreciate your
follow up in this area.
Be more respectful
I appreciate you speaking to ___ about this issue and reinforcing the importance of respectful
communication with teachers and taking responsibility for one’s own actions.
Thank you for continuing to work with __ in this area. I am striving to treat ___ with respect in all of
our interactions and I believe she is capable of demonstrating the same treatment of me.

p
D
B.A.N.D.S. STEP 4:
DO THIS TO HELP
Be allowed by parents to take responsibility

I encourage you to allow ___ to take more responsibility in __, as I believe s/he will prove him/herself
capable of taking charge if we entrust him/her to do so.
I would like to see __ become more independent in ___, and encourage you to gradually release
more responsibility to him/her in this area.
This is a great opportunity to give __ the opportunity to demonstrate more independence and learn
how to rebound from mistakes/failures. Learning what to do when one falls short is an incredibly
important lesson.
Conference needed
I am offering support in this area through ___. I think it would also be worthwhile for us to have a
brief conference to discuss additional steps that could be taken by the school and/or at home.
Let’s continue to work together to support __ in these areas. I’m happy to meet with you for a
conference virtually or face-to-face during [dates/times].
Additional resources provided

I am providing a list of resources and websites that can help ___ improve in ___. I encourage you to
support ___ in setting aside dedicated time on a regular basis (maybe 20 minutes per night, 3
days a week) to practice ___.
I have added a list of resources to our class website which I think would be very helpful for ___ in
improving his/her skills. I encourage you to visit [URL] and check out the strategies and sites there.
Multiple issues too numerous to list

The most important first step to addressing these issues is __
I would love to share some specific ideas for addressing these issues via a follow-up conference.
Please choose a date and time to meet through ___
I have a few simple ideas for things you and ___ could do at home to help improve in these areas,
and would love to discuss them in a conference/phone call. Feel free to schedule a time to meet via
(Bloomz, ClassTag, Remind, or whatever tool you use to manage parent communication}.
More phrases
I feel confident that ___ can improve by…
The most important thing ___ can do to improve…
The best way to support ___ in improving is ___
Thank you for continuing to….
Please continue to…
Your support in this area is so appreciated…
Let’s continue to work together to…
I would love to meet with you to discuss these areas in more detail...
Feel free to schedule a phone call or conference if you’d like to discuss this further
Feeling stuck?
Avoid listing every possible thing the parent/child needs to do, and instead focus on the MOST
IMPACTFUL action they should take. You can always expand or offer more ideas later through
other forms of communication. The purpose here is to make sure the parent does not finish
reading your comments feeling at a loss about how to improve the situation. (If that happens,
you may get total disengagement, a harshly punished student, and/or frantic messages from
desperate parents.) Simply offer support and further resources as needed.

a
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B.A.N.D.S. STEP 5:
Supportive statemeNt
End by sharing an optimistic outlook and expressing a belief that the student can and will be
successful. Obviously, this is easier to write for some kids than others, but it’s imperative that you
leave the parent with the impression that you will never give up on the student and no situation is
completely hopeless. You can also share specific things you are doing/will do in order to support
the child: This may not be necessary in every instance, but when a child is really struggling, it’s
helpful to share your interventions so that the parent knows you have not given up on the child
and are doing everything in your power to ensure success for him/her. It also conveys that you are
on the same team and working together for the child, rather than just explaining a problem and
saying “you need to fix it.” Again, it is easy to misunderstand the intended tone when we
communicate via writing, so this is a great approach for ensuring parents do not feel attacked.
Has behavioral issues

Thank you for your continued support in this area. I believe __ is capable of significant improvement
and I will keep working with him/her to overcome these challenges.
I want you and __ to know that I will not give up on him/her and will continue to do all I can to help
___ be successful.
Has academic issues

Thank you for working with ___ at home, and allowing me to partner with you as we support ___ in
these areas.
I will do everything in my power to keep helping ___ make learning gains and I believe she will be
successful.
Has motivation/effort issues

I want you and __ to know that I believe in him/her, and will continue to offer engaging learning
opportunities and support him/her in participating to his/her full potential.
I feel confident that it’s not too late to turn this issue around, and I promise to do everything I can to
help ___ be more engaged and invested in learning.
I believe ___ is truly capable of much greater achievement/higher levels of success, and I look
forward to partnering with you to ensure s/he is working at his/her full potential.
Above-grade level student: General message of next steps and support

I look forward to supporting ___ in the coming weeks as she continues to make advancements in his/
her learning — thank you for your support, as well!
Thank you for working with ___ at home and supporting me in challenging him/her in his/her
learning.
___ is such a pleasure to teach, and I am truly looking forward to watching him/her learn and grow in
the remainder of our year together. I appreciate all your support!

s
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B.A.N.D.S. STEP 5:
On-grade level student: General message of next steps and support

Thank you for continuing to support __ at home: our teamwork will ensure that ___ continues to make
solid progress throughout the rest of the year!
I look forward to working with ___ for the remainder of the year and I believe s/he is capable of even
more growth and progress. Thank you for all your support at home!
Thank you for playing such an important role in ___’s progress so far this year and being so
responsive to my communication. I know our partnership will be a great asset to ___ as s/he
continues to learn and grow.
Below-grade level student: General message of next steps and support

I know ___ will continue to make progress if we keep working together as a team! Thank you so much
for your support.
I will continue to do all I can to help ___ be successful. Please let me know if you have any questions!
I look forward to the remainder of our year together, and believe ___ is capable of [tremendous]
growth in the weeks ahead. Thank you for all your support at home!
It is exciting to watch ___ continue to make progress, and I believe great accomplishments are ahead
for him/her throughout the remainder of the school year. Thank you for your support at home!
I truly appreciate all that you’ve done to help ___ at home and stay in communication with me. I look
forward to working with you to support ___ as s/he continues to make progress in the coming weeks.
Has a parent who has been uncommunicative

I would love to offer you more opportunities to stay in communication with me so we can partner
together to support ___. Is there an email address/cell phone number that you prefer to be reached
at? You can jot it down when you sign the report card, and I’ll reach out with occasional updates.
Thank you so much — I know our communication will be key in helping ___ in the weeks ahead.
Is there anything I can do to make it easier for you to stay updated on ___’s progress? I can offer you a
phone conference on any weekday evening, and can provide some quick and easy things ___ can
do at home to help him/her work on key skills. When you sign the report card, would you write a
day/time that works for you and the best phone number to reach you at?
I understand that you have a busy workload and lot of demands on your plate, so you might not have
had a chance to check out the weekly newsletter/monthly progress report/voicemails I’ve left over the
past few weeks. Would you let me know the best method to reach you so I can keep you updated on
___’s progress? I’m happy to create a communication system that is convenient for you so we can
work together to support ___. Thanks so much!
Has a very “on the ball” parent who provides great support
Thank you for all that you do to support __ in his/her learning. I really appreciate the fact that you
make sure she’s on time to school and has few absences. I know that I can always count on you to
send in supplies and volunteer for field trips. It’s very obvious that your family takes ___’s learning
seriously, and s/he and I both truly benefit from all that you do to help him/her.
I can’t thank you enough for all that you have done to support ___ and our classroom. Your
involvement means so much to me, and has made my work with ___ and his/her classmates so much
easier. You are appreciated!
I really appreciate the time and resources you have invested into our classroom. Your contributions have
made such a difference not only for ___, but for the entire class. Thank you from the bottom of my
heart for all of your support!

d
S
B.A.N.D.S. STEP 5:
End-of-year closing statement

Thank you for all you’ve done to make this a wonderful year for ___. Please continue to have __
read/utilize the suggested websites/practice ___ over the summer so s/he can maintain the
wonderful learning gains made over the last few months.
It’s been a pleasure to work with you and ___ this year, and I wish your family all the best as ___
moves on to ___ grade. Have a fantastic summer — feel free to keep in touch via email!
I’ve really enjoyed watching ___ learn and grow/develop greater skills in ___ this school year. I’m
including a list of suggested activities __ can do over the summer to ensure s/he will retain the
learning and skills s/he's made so much progress in. Thanks for your support with this!
Feeling stuck?
Choose a statement that reinforces the rapport you have built with the parent.
You want to convey that no matter how many problems the student is
experiencing, his/her situation is not hopeless. Reinforce that you intend to work
with the parent as a team, and you have ideas, resources, and a plan for things to
improve.
If you are writing about an issue that the parent has likely heard about from
every teacher who’s worked with the child, optimism is the most important thing
to convey. The parent is well aware there is a problem, but may have lost faith in
the ability to help his or her child. A bit of encouragement to a stressed out,
overwhelmed parent can go a long way in breaking out of unhealthy patterns so
the student can begin to make more progress.

f
BONUS COMMENTS FOR REMOTE AND HYBRID LEARNING
When composing report card comments for remote learning and hybrid learning,
follow the same B.A.N.D.S. formula. Below, you’ll find comments that are specific to
the challenges teachers and students are currently facing. Use these to supplement
the regular B.A.N.D.S. comments which should still (mostly) apply
B-Best Attributes
has worked hard to learn how to effectively navigate the various online platforms
consistently and actively participates in live class meetings
has been a delight/pleasure to have in our online discussions
shows resilience and never gives up on learning
is increasingly/consistently self-directed and self-motivated
is a vibrant participant in class who contributes thoughtfully to discussion
is adapting well to the new protocols and routines
is putting forth good effort to adapt to this new way of learning
consistently reaches out to advocate for themselves and ask clarifying questions
is kind and well-liked by peers
[can also use typical comments about the child’s personality and strengths, or say, “I am so glad to
have ___ enrolled in my class this year”]
A-Areas of Success
has shown a high level of self-motivation

is increasingly self-directed and independent
has been participating regularly in class
is improving with participation and assignment submission as she/he/they adjust to the changing
expectations
has been submitting the majority/many assignments on time
appears to be doing well overall/making solid progress/slowly making progress, assuming that the
work completed at home is done independently and is therefore an accurate measure of progress
is doing a great job with …
is making steady progress in …
is making some learning gains with …
has improved in … since we last spoke
[can also use typical comments about specific skills/content mastery, particularly if
participation/assignment submission is lacking: speak instead to any academic, interpersonal, or socio-
emotional strengths you have observed]

g
N-Needs Improvement
Attendance/Participation
is not showing up consistently to live classes or participating in discussion
attends live instruction but is not showing signs of engagement or participation
is logging in to live meetings daily, but doesn't appear to be completing the exit tickets or assignments
is frequently late to live classes
frequently leaves live classes early
it’s unclear how engaged ___ is during live classes because they often have their video off, don’t
always reply immediately when called on, and don’t participate in voice/chat responses
Assignment submission
is not consistently submitting work online
often struggles with navigating online sites and troubleshooting technology
is hitting “submit/turn in” for assignments that are blank
has only submitted ___ assignments this quarter, making it difficult to accurately gauge skills and
understanding
has not turned in enough work over the previous nine weeks for me to issue grades that reflect true
ability, and is failing primarily due to lack of submitted work for me to assess
frequently misses due dates for assignments, causing his/her grade to be lowered
does not take advantage of the opportunity to redo assignments, and therefore is not able to re-learn
the material or demonstrate mastery
has ___ incomplete and ___ missing assignments this quarter, which is having a significant impact on
his/her learning and grade point average
did not complete enough assignments this quarter to get a true and accurate measure of his/her
abilities and growth
Following directions
often needs directions repeatedly constantly and struggles with following through on assignments
has some difficulty with reading directions and needs additional reminders and support in order for
him/her to complete the task
submits work on time but often needs to re-do parts of assignments because the directions were not
followed/___completed the assignment incorrectly
Effort
I believe ___ is capable of more achievement than than s/he is demonstrating in …
is making some progress in … but would experience more rapid growth with consistent effort/focus
Progress levels
is not yet meeting grade level standards for…
is reading/working below grade level in ways that are consistent with the challenges of remote/hybrid
learning
I’ve observed a substantial difference in the level of understanding ___ demonstrates in our live
interactions and the quality of work that’s turned in, so it’s difficult to accurately gauge what ___ is
able to do on his/her/their own without adult help
[can also use typical comments about specific skills/content mastery that needs improvement]

h
D-Do This to Help
Needs more parental support

Keep in mind that the curriculum has been condensed and simplified for remote learning, with the
intention of helping students be more successful in mastering the most essential content this year. For
that reason, any low scores on assignments are particularly concerning, because they reflect a lack of
mastery on highly important skills/content.
The most important thing you can do is support ___ in more consistent online participation and
assignment submission. I will include a link to the hyperdoc/site where weekly assignments are listed so
you can see at a glance what is due and when.
I recognize that schooling at home is difficult, and if there is anything you can do to help ___ find a
quiet place to work in the home, his/her/their concentration would likely be improved.
More consistent participation in online classes is required/necessary for ___’s skills to develop.
If there is someone in the home who can help with tech troubleshooting, it would likely help ___
participate and submit assignments more easily.
If possible, it would so helpful if someone in the home can observe to see that the student is on task
and following the instruction, as this is difficult for me to discern remotely.
When checking over ___’s submitted assignments, look to see if the work was done or if a blank page
was turned in.
Any support you can provide to ___ for organizing at-home learning materials would be greatly
appreciated — let me know if you need suggestions.
Distance learning does unfortunately require more support from home, and ___ is one of many
children who (understandably) works best when monitored, proctored, and encouraged frequently.
This in-person supervision will be essential to their learning success this year, and anything you can do
to provide more of it for ____ will be so appreciated.
Distance learning does unfortunately require more self-direction than many young people are able to
demonstrate, and ___ is one of many students who need in-person monitoring and encouragement in
order to be complete assignments in a timely manner.
It is imperative ___ meets in his/her/their group for individualized instruction so that I can have a
clearer understanding of progress and provide the necessary support.
It would be highly beneficial for ___ to arrive at school no later than ___ o’clock. I really appreciate
your assistance with this. The more frequently ___ attends class and the more timely s/he can be, the
more I can support ___ in his/her learning, and s/he can begin the process of improving his/her
grades. I know that you are deeply invested in helping ___ meeting the learning targets for the
upcoming quarter, and your assistance with improving his/her attendance will go a long way in
helping ___ be more successful.

j
D-Do This to Help (continued)
Needs less parent support

Remember that practice activities and assignments are designed to help me gauge student progress,
and don’t need to be perfect — it’s good for your child to turn in work that has been completed without
adult assistance so I can see what they truly understand and what I still need to help with.
I appreciate all of your help with ___’s assignments and encourage you to assist in a way that allows
____’s true understanding and skill level to be more evident to me.
It is fine for ___ to attend live classes without direct parent supervision, and work through the tasks on
his/her/their own. This allows me to see ___’s true ability levels so I can provide appropriate support
and follow up.
S-Supportive Statement
Sometimes these issues occur when students are confused about what to do or what’s expected, so feel
free to have ___ reach out and email me anytime for clarification. I am available for one-on-one
support on these days and times ….
Please know that I offer parent hours from ___ to ___ each day, so feel free to reach out if you have
questions or need clarification on student assignments or class expectations. I would love to help.
Please note that I do not have the same amount of quality of valid data for measuring student growth
as I would during full-time in-person learning, so these comments are based on the limited amount of
information I have from ___’s participation and assignment submission. I am confident that a clearer
picture of ___’s progress this year will emerge in the coming weeks, and the outlook will improve if
she/he/they increases participation levels and submits more assignments.
I will continue doing everything I can to offer support, and I appreciate you working with me in the
limitations we are all currently facing.
Thank you for your support during such a challenging time, as I know remote/hybrid learning has
been understandably stressful and difficult for ___ and your family. I appreciate everything you have
done to help ___ have the best possible chance of success this year.
This is such a difficult time for most students right now, and I am confident that greater levels of
progress will be possible when in-person learning resumes. I appreciate your support as I am doing the
best I can right now, and I know that your family is, too.
I look forward to continuing to work together to support ___ and make this school year the best that
we can for him/her/them.

k
Sample of B.A.N.D.S formula for a student doing pretty well with distance learning
___ is adapting well to the new protocols and routines, and has shown a strong level of self-motivation. ___ has been
participating regularly in class and is doing a great job with …. skills. ___ is making some progress in … but would
needs to continue practicing …. The most important thing you can do is support ___ in more consistent online
participation and assignment submission. I will include a link to the hyperdoc/site where weekly assignments are listed
so you can see at a glance what is due and when. I look forward to continuing working together to support ___ and
make this school year the best that we can for him/her/them.
Sample of B.A.N.D.S formula for a student who is struggling a bit with distance learning
___ is working hard to learn how to effectively navigate the various online platforms and is putting forth good effort
to adapt to this new way of learning. ___ has been participating more regularly in class since we last spoke and is
making some solid progress in .... I have noticed that ___ is hitting “submit/turn in” for assignments that are blank and
submitting incomplete assignments, as well. If there is anything you can do to help ___ find a quiet place to work in
the home and check over assignments before they are submitted, I think a lot of improvement would result. Thank you
for your support during such a challenging time, as I know remote/hybrid learning has been understandably stressful
and difficult for ___ and your family. I appreciate everything you have done to help ___ have the best possible
chance of success this year.
Sample of B.A.N.D.S formula for a student who is struggling a lot with distance learning
___ has been a delight to have in our online discussions and I have enjoyed getting to know him/her/them over these
past few weeks. ___ has been submitting about half of his/her/their assignments on time, and is showing progress in …
It’s unclear how engaged ___ is during live classes because she/he/they don’t always reply immediately when called
on, and don’t participate in voice/chat responses. ___ also has ? incomplete and ? missing assignments this quarter,
which is having a significant impact on his/her/their learning and grade point average. It is imperative ___ meets in
his/her/their group for individualized instruction so that I can have a clearer understanding of progress and provide
the necessary support. If possible, it would so helpful if someone in the home can observe to see that the student is on
task and following the instruction, as this is difficult for me to discern remotely. Also, please note that I do not have the
same amount or quality of valid data for measuring student growth as I would during full-time in-person learning, so
these comments are based on the limited amount of information I have from ___’s participation and assignment
submission. I am confident that a clearer picture of ___’s progress this year will emerge in the coming weeks, and the
outlook will improve if she/he/they increases participation levels and submits more assignments.
Sample of B.A.N.D.S formula for a student who has not turned in enough work to be assessed
___ does not attend live classes regularly enough for me to get to know him/her/them well, but I have enjoyed the
limited interactions we have had so far and happy ___ is in my class. I have seen some good work with… over the past
few weeks. However, ___ did not complete enough assignments this quarter for me to get a true and accurate
measure of his/her abilities and growth and is failing primarily due to lack of submitted work for me to assess.
Distance learning does unfortunately require more self-direction than many young people are able to demonstrate,
and ___ is one of many students who need in-person monitoring and encouragement in order to be complete
assignments in a timely manner. This in-person supervision will be essential to their learning success this year, and
anything you can do to provide more of it for ____ will be so appreciated. Please know that I offer parent hours from
___ to ___ each day, so feel free to reach out if you have questions or need clarification on student assignments or
class expectations. Let me know if there is anything I can do to help.

l
Bonus comments for students who are failing
When the problem is mostly effort-related…
___ currently has an F in {subject}. The main reason seems to be (failing a test, not doing homework, not turning in
classwork, not making corrections to qualifying assignments when given opportunity, frequent absence or tardiness,
not requesting or staying for extra help or tutoring). I have already addressed the situation with ___ in several ways,
but I haven’t seen the improvement needed yet.
I know we would both like to see __ bring up his/her grade, so I am suggesting the following:
q Ask to redo a specific assignment

q Ask for copies of missing work
q Stay after school (or attend other tutoring or small-group help sessions)
q Complete extra credit assignments
Would you please speak with __? I’d like your support in reinforcing that these opportunities will only be available if
he/she comes to me to request the resource/resources needed. Also, ___ will have until {deadline} to turn in this
work so it can be graded.
___ definitely has the potential to do better, and I would really like to help him/her show his/her strengths in {subject
area.} Any student can improve his/her performance through effort and communication, so let’s touch base again
after the deadline to discuss whether ___has taken the initiative that’s needed and what else we can do to support
him/her. Thank you so much for your partnership as we work to maximize your child’s academic growth.
When the problem is mostly related to behavioral issues, including disruptive behavior and
counterproductive choices/attitude toward classwork…
As I shared in our conference/progress report notes/recent email exchange/phone call, ___ continues to struggle
with comprehension and work completion. S/he currently has an F in my class.
I believe one of the primary reasons for this underperformance is that ___ is regularly exhibiting disruptive behaviors
that are taking away from his/her instructional time. In addition, I find that I am spending a lot of time monitoring,
addressing, responding to, or documenting/reporting these behavioral incidents, which is impacting my ability to
focus on supporting ___ in his/her academic growth.
I’ve offered ___ support through one-on-one, private conversations; redirection; praise/small tangible rewards;
moving his/her seat away from distractions; an individual behavior management plan, and verbal reminders and
warnings.
I would love to have a meeting with both you and ___ so we can discuss why these supports are not having the
intended impact/why ___ has not been consistently responding to these efforts, and what needs to be done so that
___ can begin to make better choices. I am confident we can create a plan together that ___ can follow and begin
to work up to his/her potential.

;
Bonus comments for students who are failing
When the problem is organization and preparedness…
As I shared in our previous communication, ___ is in danger of being retained/not passing my class this year due to
incomplete/missing assignments and a low grade point average.
The most important thing ___ can do to bring up his/her grade is come to class on time and be prepared each day.
I’ve shared with ___ that this means having a pencil/textbook/device/binder/completed homework/class and test re-
dos completed.
S/he often states that the needed items are in his/her locker/left at home/in parent’s car/at a friend or relative’s
house/“lost” somewhere in the school. When this happens, ___ is unable to fully participate in that day’s lesson, or to
check the homework assignment and identify and correct errors.
Is there is any additional support and/or consequences you can provide for ___ at home to ensure s/he is prepared
for class? I believe ___ is capable of raising his/her grade and this is an area where even slight improvement could
have a positive impact on ___’s learning. Thank you for your support!
When the problem is due to the student working below-grade-level

for any reason...
As you know from our previous communication, ___ continues to read/work below-grade level. Though s/he is
putting forth some/significant effort to make progress, the assignments are quite challenging for him/her. I will
continue to modify the work/provide additional support/offer interventions in the form of ___.
Please continue to help ___ at home with these skills by ___.
Our goal this year is for ___ to increase his reading comprehension/subject area skills by one grade level before
summer (one year’s instruction, one year’s growth). I will keep you updated on his/her progress.
I am confident that with sustained effort in class and practice at home, ___ will continue to make learning gains.
Thank you for your support!

z
Bonus comments for content-specific summaries
OPTION 1
This quarter, we’ve been working on ____. ___ has shown significant growth/steady growth/
growth in these skills, and has done a great job with ___. In the weeks to come, we will work on
____. I will continue to push ___ to achieve at his/her full potential with each skill set, and I am
confident s/he will continue to make solid progress. Thank you for all your support at home!
OPTION 2
Our main skills focus for this past quarter was ___. ___ has done an outstanding job with ___,
and is working on developing his/her skills in ___. For the upcoming quarter, our focus will shift
to ___. You can help ___ be more successful with these upcoming units by ___. I am excited
to watch ___’s progress in the coming weeks and will keep you updated on his/her progress!
DESCRIPTORS FOR STUDENT PROGRESS
shows a deep understanding of

has worked hard to develop his/her skills in
is progressing in his/her understanding of
has a limited/emerging grasp of

x
What else would you like to see here?
I hope this resource has truly helped you create more

eloquent, tactful comments in far less time!
Though I can’t predict every scenario every teacher

could possibly need to document for every student, O
plan to this resource for years to come, and improve it
over time based on what you need.
If you have a situation that’s not covered in this doc, let

me know anytime via this quick Google form.
ADD YOUR SUGGESTION
I will then review the form periodically and add additional

comments to the resource based on your suggestions.
You’ll be able to re-download the updated resource from

TeachersPayTeachers (or from the All Printables for the
Year page, if you’re part of the graduate program for
the 40 Hour Teacher Workweek Club).
Thank you for your help in making this resource

as useful as possible!

c

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Stress-free system for

Report Card Comments

Want to listen instead of read?

© Angela Watson TheCornerstoneForTeachers.com

© Angela Watson TheCornerstoneForTeachers.com

© Angela Watson TheCornerstoneForTeachers.com

Brief example for an average student

More detailed example for a student who is in danger of not passing

© Angela Watson TheCornerstoneForTeachers.com

© Angela Watson TheCornerstoneForTeachers.com

In the rest of this document, you will find specific phrases

Begin with your first student — the one who is typical or

Use that comment compilation as a template to help you

© Angela Watson TheCornerstoneForTeachers.com

Choose one of the following, based on if the student…

Is enthusiastic and engaged

Has a strong work ethic

Is extremely kind and thoughtful

Is very likeable and a pleasure to teach

Has a great sense of humor

© Angela Watson TheCornerstoneForTeachers.com

Is super talented in one specific area/passionate about a specific subject

None of the above

© Angela Watson TheCornerstoneForTeachers.com

Choose one of the following, based on if the student…

Is extremely strong in a skill set

Is doing well in a skill set

Is making some progress in a skill set

Has made solid academic improvements

Has made solid behavioral improvements

Has been working harder

Has had a good or improved attitude toward school/growth mindset

© Angela Watson TheCornerstoneForTeachers.com

Has good or improved work habits

Has demonstrated self-advocacy

Has been getting along with others

Has been participating in class

Has had improved attendance

Has been thinking critically

When choosing a strength to mention, stay focused on the categories of

© Angela Watson TheCornerstoneForTeachers.com

As I shared in our recent conference/email/phone call…

Any subject/skill set

Critical thinking and problem solving

Struggles due to special needs or language barriers

Cooperation with others

© Angela Watson TheCornerstoneForTeachers.com

reluctant, seems unmotivated, often unenthusiastic, struggling with, not yet

As we discussed in our most recent conference, ___’s scores on the benchmark

© Angela Watson TheCornerstoneForTeachers.com

Choose one of the following, based on if the student needs to…

Other academic improvement

Pay attention in class/put forth more effort

© Angela Watson TheCornerstoneForTeachers.com

Attend class/be on time

Cooperate with others

© Angela Watson TheCornerstoneForTeachers.com

Be allowed by parents to take responsibility

Additional resources provided

Multiple issues too numerous to list

© Angela Watson TheCornerstoneForTeachers.com

Choose one of the following, based on if the student…

Please continue to help _ at home with these skills by _.