Guidelines for

Writing Effective Report

Card Comments

DRAFT November 2007

These Guidelines are intended to support teachers and school administrators in
the development of clear, personalized report card comments that effectively
communicate student achievement to parents and guardians.

It is important to note that the provincial report card is

only one among several means used by teachers for
reporting student achievement to parents and students.
Communication about student achievement should be
continuous throughout the year and should include, in
addition to the report card, such things as parent-student-
teacher conferences, portfolios of student work,
interviews, phone calls, informal reports, and so on.

Communication about student achievement should be

designed to provide detailed information that will
encourage students to set goals for learning, help teachers
to establish plans for teaching, and assist parents in
supporting learning at home.

(Guide to the Provincial Report Card, Grades 1 - 8)

Ongoing communication that provides varied, timely and focused feedback to

students and parents will support the grade on the report card, ensure that
there are “no surprises” and reinforce the partnership of all involved to
improve student learning.
Included in this package:

‘ Introduction

‘ Please note: Important Information!

‘ Anchor chart for writing effective report card

comments

‘ Key Characteristics of report card comments and

their rationale

‘ Sample comments

‘ Suggestions for jargon-free language

‘ Resource suggestions
Please Note: Important Information

Formatting of content: Prose vs. Point Form

The use of prose or point form for Term 1 reporting is at the discretion of the
principal. Direction for Term 2 and Term 3 regarding format will be at the
discretion of the Superintendent of Teaching and Learning.

Technology:

Please be aware that using a hard return (pressing the enter key on your keyboard to
go to the next line) does not always accurately count characters in Web
Achievement. Therefore we strongly advise against the use of the hard return.
If point form is to be used, please leave several spaces and start the next point on
the same line (see sample comment number 2) or preview the report card (print
individual or class reports) to ensure lines have not been 'cut off'.

Through lessons learned with the IEP writer, we are aware that copying comments
from a FileMaker platform (ie. e-teacher) can also import hidden characters and
problems. We strongly advise against copying comments from e-teacher.
Copying and pasting comments from e-teacher, then to a word processing program
is not a solution to this issue either, as hidden characters and scripts can still be
retained. Choosing to copy and paste from e-teacher is not supported by ICT and
is done at your own risk. In addition, e-teacher comments written several years ago
do not necessarily reflect the current revised curriculum, as well as the
characteristics of effective report card comments as established by Kawartha Pine
Ridge D.S.B.
 ANCHOR CHART
WRITING EFFECTIVE REPORT CARD COMMENTS

Exemplary report card comments:

‘ use jargon free language

‘ are personalized, individualized and specific and use names and

appropriate pronouns

‘ emphasize quality over quantity

‘ include strengths, weaknesses and next steps, and the next steps
clearly address strengths and/or weaknesses

‘ ensure letter grades/marks and comments support and align

with each other

‘ reflect all four categories of the achievement chart

‘ describe student achievement as related to overall curriculum

expectations

‘ encourage partnerships between parents/guardians and teachers

‘ describe a student’s academic growth by anchoring the

comments in both the processes and the products/
performances

‘ reflect the expectations as laid out in modified Individual

Education Plans
 ANCHOR CHART
KEY CHARACTERISTICS AND RATIONALE
WRITING EFFECTIVE REPORT CARD COMMENTS
Exemplary report card comments:
KEY CHARACTERISTIC
‘ use jargon free language
‘ are personalized, individualized
and specific and use names and
appropriate pronouns
‘ emphasize quality over quantity
‘ include strengths, weaknesses
and next steps, and the next steps
clearly address strengths and/or
weaknesses
‘ ensure letter grades/marks and
comments support and align with
each other
RATIONALE
- parents/guardians need to be able to
read and understand what we’re saying
about their child
- we need to keep in mind our audience
when composing, as not all
parents/guardians are highly literate
- parents/guardians want to know that
we know and understand their child
- easy for parents/guardians to
understand; useful for teachers
- accountability and clarity
- effective ways of communicating with
parents/guardians is not based on
quantity, but on the quality of information
that we provide
- comment boxes do NOT need to be
filled, especially in the case of the large
boxes on the Kindergarten report card
- focus is on evidence based instruction
- logical sequence that conveys how the
student is doing, and what to do to
improve achievement
- provides explicit direction for improving
student achievement
- on-going communication results in more
meaningful partnerships and success for
students
- erase miscommunication
- triangulation of data
 KEY CHARACTERISTIC
‘ reflect all four categories of the
achievement chart
‘ describe student achievement as
related to overall curriculum
expectations
‘ encourage partnerships between
parents/guardians and teachers
‘ describe a student’s academic
growth by anchoring the
comments in both the processes
and the products/ performances
‘ reflect the expectations as laid out
in modified Individual Education
Plans
RATIONALE
- higher level thinking skills and upper
level of Bloom’s need to be evaluated
and reported on
- as per Ministry direction
- as per Ministry direction
- no one individual can educate students
on their own: we all need to work
together
- more authentic and real for
parents/guardians
- allows a link between what they are
reading and what they have experienced
with their child over the course of the
term
- as per Ministry direction
- demonstrates to parents/guardians how
a child’s program has been differentiated,
accommodated and modified as laid out
in the IEP
 Sample Report Card Comment #1
The following sample report card comment reflects many of the characteristics identified on the anchor
chart. This sample comment contains less than 1100 characters which will fit into the English box on
the report card.

jargon free language (ie.

books, magazines Comments reflect achievement of
instead of texts - friends overall language expectations,
instead of peers) highlighted by specific examples.

Tom enjoys reading books and magazines, especially non-fiction such

as biographies and environmental articles. He is able to predict what Comments are personal
will happen next, make connections between what he’s reading and - Tom’s name and
what he already knows and determine the main idea. These skills are pronoun “he” is used
part of a growing bank for Tom to draw upon when he reads more
difficult books, including stories, during second term. When writing, Tom
uses colourful words which makes his writing a pleasure to read. He
Strengths, weaknesses continues to need help to organize his ideas before beginning to write.
and next steps are Using organizers to plan his writing will be a focus for second term.
identified for parents Tom enjoys participating in conversations and discussions. He speaks
and expresses his ideas clearly, and listens carefully to his friends. Levels of the
Tom applied his language skills to create an interesting slide show Achievement Chart are
analyzing the declining bear population in the North. Using pictures, represented, including
music and voice conveyed some of the issues these animals are facing. higher order Bloom’s
During second term, Tom will be encouraged to read more about key
issues and critique/defend his point of view in writing.

Tom’s academic growth is described

by anchoring the comments in both
the process and the products/
performances
 Sample Report Card Comment #2
The following sample report card comment reflects many of the characteristics identified on the anchor
chart. Note: Please be aware that using a hard return (pressing the enter key on your keyboard to go
to the next line) does not always accurately count characters in Web Achievement. Therefore we
strongly recommend against the use of the hard return.

Comments reflect achievement of

jargon free language overall math expectations,
(ie. objects and highlighted by specific examples.
drawings instead of
manipulatives)

Annie has demonstrated good knowledge of the math concepts studied this term.
Strengths: - she accurately reads, compares and orders numbers to 10,000 - she
uses and compares fractions and decimals - she estimates and measures time to
the nearest minute - she collects pieces of information and organizes them into
different kinds of graphs - Annie asks good questions when trying to solve problems Comments are personal
and is often able to think of creative and different ways of solving them - Annie’s name and
Weaknesses/Next Steps: - at times Annie is able to use math terms to explain her pronoun “she” is used
work - she finds doing math problems in her head more difficult - she will practice
using objects and drawings to demonstrate and clarify her mathematical thinking
when problem solving - she will have opportunities to connect what she knows about
patterns in math to patterns in real life and other subjects such as science

Strengths, weaknesses Levels of the

and next steps are Achievement Chart are
identified for parents represented, including
higher order Bloom’s
Describes Annie’s academic growth
by anchoring the comments in both
the process and the products/
performances
 Suggested Alternatives for Jargon-Free Language

Use..... Rather than.....

- uses personal experiences to make - uses prior knowledge
sense of a story
- classmates, other children - peers
- rereads - revisits
- books, charts and magazines - texts
- different types of reading materials - genres
(e.g., fiction, non-fiction, poetry)
- uses knowledge of letters and sounds - uses spelling approximations phonemic
to write new words awareness/phonics
- uses pictures and familiar words to - uses context
figure out unfamiliar words
- uses familiar words in writing - uses high frequency words
- reactions to books, videos through - responses
writing, art and drama activities
- participates - engages
- uses knowledge of letters and sounds - decodes, phonemic awareness/phonics
and written language to figure out
unknown words
- materials such as cubes, wooden - manipulatives
blocks, pattern blocks
 Resources that Support Evaluation and Grading
Ontario Ministry of Education Funding:
Provincial Elementary Assessment and Evaluation Resource Document to Support the
Implementation of Effective Elementary Assessment and Evaluation Classroom Practices,
2004.

Ontario Ministry of Education, 2003. A Guide to Effective Instruction in Reading:

Kindergarten to Grade 3. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 12.1 - 12.37.

Ontario Ministry of Education, 2005. A Guide to Effective Instruction in Writing: Kindergarten

to Grade 3. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 7.1 - 7.11.

Ontario Ministry of Education, 2006. A Guide to Effective Literacy Instruction - Volume Two:
Assessment. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 11 - 15, 32 - 33.

Ontario Ministry of Education, 2003. Early Math Strategy: The Report of the Expert Panel on
Early Math in Ontario. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 38 - 45.

Ontario Ministry of Education, 2003. Early Reading Strategy: The Report of the Expert Panel
on Early Reading in Ontario. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 27 - 31.

Ontario Ministry of Education, 2006. Language: Grades 1 - 8 (revised). Toronto, Ontario:

Queen’s Printer for Ontario.
Pages 15 - 22.

Ontario Ministry of Education, 2004. Literacy for Learning: The Report of the Expert Panel
on Literacy in Grades 4 - 6 in Ontario. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 45 - 55.

Ontario Ministry of Education, 2005. Mathematics: Grades 1 - 8 (revised). Toronto, Ontario:

Queen’s Printer for Ontario.
Pages 18 - 24.

Ontario Ministry of Education, 2004. Social Studies: Grades 1 - 6; History and Geography:
Grades 7 - 8 (revised). Toronto, Ontario: Queen’s Printer for Ontario.
Pages 9 - 14.

Ontario Ministry of Education, 2004. Teaching and Learning with Mathematics: The Report
of the Expert Panel on Mathematics in Grades 4 - 6 in Ontario. Toronto, Ontario: Queen’s
Printer for Ontario.
Pages 41 - 45.

Ontario Ministry of Education, 2006. The Kindergarten Program. Toronto, Ontario: Queen’s
Printer for Ontario.
Pages 8 - 11.