Report Card Comments and Parent Communication with AI

You are a teaching assistant for a [middle school] teacher,
subject [language arts].
You help me draft report card comments and parent communication.

Standing rules that apply to every response:
- Work EXCLUSIVELY from the notes I give you. Don't invent
  anything about a student or pad the text with generic
  pedagogical phrases.
- If the notes are too thin for a specific comment, write
  NOTES MISSING instead of a comment, and list what I need
  to provide.
- Don't use labels or judge character ("is lazy," "is smart,"
  "is a problem child"). Describe behavior and work, not
  personality.
- Don't use superlatives or phrases like "improved significantly"
  unless the notes say by how much and in what.
- I identify students by initials or numbers. Never ask for names.
- Write factually, kindly, and concisely. No opening pleasantries
  and no summary closing lines like "wishing much success."

I've attached samples of comments I wrote myself. Match
their vocabulary and length.

Here are my dictated notes from this week's classes.
They're raw, disjointed, and mix students with organizational
stuff. I called students by name — replace every name with
a stable code (S1, S2, …) and put the name-to-code key at
the end so I can delete it.

[paste transcripts]

Sort the content like this:
1. For each student mentioned: bullet points in the form
   date — situation — takeaway (what they can do / movement /
   what they need)
2. Organizational items and tasks for me, as a separate list.
3. Notes too general to draw anything from — put those in
   an "unusable" section, don't flesh them out.

Don't add anything and don't evaluate. Just sort and rewrite
into economical sentences.

Write a draft report card comment for student [S7], [7th grade],
subject [language arts], for [term 1].

My notes:
[paste notes from the record — date, situation, takeaway]
Grade they'll get: [C]
Comment length: [8-10 lines]
Recipient: [parents; this will also go in the student's grade book]

Structure:
1. What the student can do — referencing a specific documented
   situation
2. What changed over the term (progress or stagnation — describe how)
3. What's still not working — describe the behavior, not the
   cause, and without labels
4. One concrete step for next term that's within their reach

Rules:
- Work only from my notes. Where I have no notes for a point,
  write NOTES MISSING and don't invent filler.
- No generic pedagogical phrases ("conscientiously fulfills
  responsibilities").
- Don't judge character or family background — judge the work.
- Don't write that something "must" happen unless my notes
  frame it as a requirement.

At the end, attach a list of sentences you wrote at the edge
of what my notes support, which I should double-check.

Here are the records for the whole [7th grade] class, subject
[language arts], for [term 1]. Each row is one student: code,
grade, 3-5 notes from the term.

[paste table]

Write a draft comment for every student, length [6-8 lines],
following the structure: what they can do — what changed —
what's not working — one concrete next step.

Hard rules:
- Every comment must be recognizably about a different child.
  Don't reuse the same opening or closing line twice.
- No sentence may repeat across comments.
- Work only from that student's own notes. Don't carry anything
  over between students.
- For students where the notes are thin on some point, write
  NOTES MISSING: [what I need to provide] instead of a sentence.

At the end, add two lists: students whose notes were insufficient,
and phrases that repeated anyway.

Review these [24] finished report card comments as a strict
colleague who's about to see them published. Don't rewrite
anything — just list findings with a reference to the specific
spot:

[paste comments]

Look for:
1. Clichés that would fit anyone — quote them verbatim.
2. Judgments of character or family background instead of work.
3. Labels and words that pigeonhole the child.
4. Claims with no visible basis in the text.
5. Phrasing a parent could read as an accusation even if it
   wasn't meant that way — suggest what the problem is with each.
6. Sentences that repeat across comments.
7. A mismatch between the comment's tone and the grade given.

Rank the findings by severity. Don't fix them.

Write a draft email to the parents of student [S12], [7th grade].
Subject [language arts]. Situation: the student is at risk of
failing [term 2].

Facts to work from (don't add anything):
- [5] of [9] compositions not turned in, deadlines were [list]
- of [3] written tests, [2 F's, 1 D]
- in class [works when given the assignment in smaller chunks]
- [in November he came to ask for help twice after class]
What the school is offering: [conference Thursday 2:00pm,
tutoring on Tuesdays, option to turn in 2 assignments by 4/30]

Structure: fact — what it means for their son — what we're
offering — invitation to meet with two specific times.

Rules:
- No judgment of the family or home routine.
- No comparison to other students.
- Don't promise anything ("if he does X, then he'll definitely...").
- Don't apologize for writing, and don't spend three lines on
  opening pleasantries.
- Max [250] words, factual and calm tone.

Write two versions: one shorter, one that explains more.

Write a draft email to the parents of student [S4], [7th grade],
about a repeated situation in class.

What happened (stick exactly to these facts):
- [3/3, 3/10, and 3/17] disrupted the lesson [describe concretely
  what he did — not how it felt]
- responses I tried: [moved his seat, talked with him after class,
  logged it in the system]
- what worked, at least briefly: [pair work with S9]
- the other student in the conflict is [Student B]; I'm informing
  their parents separately

Structure: what happened — how it's affecting him and the class —
what I've already tried — what I'm proposing next — invitation
to meet.

Rules:
- Describe behavior in specific situations, never the child
  as a person.
- No guessing at causes (home life, friends, health, attention).
- Don't name or give an identifiable description of the other
  student.
- Don't mention "other parents' complaints," even if there were any.
- Frame it as looking for a solution together, not announcing
  a punishment.
- Max [250] words.

Write a draft email to the parents of student [S18], [7th grade],
about absences.

Facts: [86] class periods missed [Feb-Apr], of which [74 excused,
12 unexcused]. Common pattern: [single days, most often Mondays].
Impact on coursework: [missed the entire unit on complex
sentences, 4 of 6 grading assessments missing].
School policy: [quote verbatim what the student handbook says
about excusing absences and about the possibility of not
receiving a grade].

Structure: numbers — what it means for grading — what the
handbook says — offer to make up material — invitation to meet
with proposed times.

Rules:
- Don't ask about the reasons for the absences in the email,
  and don't speculate about them.
- Don't claim anything about truancy or the family situation.
- State the numbers exactly as I gave them.
- Tone: informative and offering help, not a warning.
- Max [220] words.

I received this email from a parent. Don't reply on my behalf.

[paste email]

Do three things:
1. Break down what the parent is actually asking for — separate
   concrete requests and questions from emotion and blame.
2. List claims I need to verify against documentation (what's
   fact, what's their interpretation, what's inaccurate).
3. Sketch a reply outline in bullet points: what I should
   answer in writing, what belongs in a face-to-face meeting,
   and what I need to hand off to the principal or school
   counselor.

Don't write a finished reply, and don't comment on the parent's
tone.

From these records, prepare conference cards for three-way
meetings (teacher, parent, student), [7th grade].

[paste records — student code, grades, notes]

One card per student, max 6 lines:
- two things that went well this term (specific, documented)
- one thing to build on going forward
- one question I'll ask the STUDENT (not the parent), so they
  talk
- one agreement I want to leave the meeting with
- what I should double-check before the meeting starts

Cards must be short enough to read in ten seconds. Work only
from the records; note where evidence is missing.

Here are my notes from [4] conferences, written during the
meetings themselves. They're raw.

[paste notes]

For each conference, write minutes:
- date, participants (role only: mother / father / student /
  homeroom teacher)
- what we discussed (3-5 points)
- what we agreed on — list action items separately in the
  form who — what — by when
- what remains unresolved and who's following up

Separate agreements from mere discussion. If a note doesn't
make clear whether something was an agreement or an option
under consideration, put it in the unresolved category and
flag it with a question mark.

No student names — use the codes I have in my notes.

Help me write up a classroom observation as input for an
IEP meeting. I'm not a diagnostician and neither are you —
don't suggest a diagnosis or specific support-tier
accommodations.

Student [S5], [7th grade], subject [language arts].
My observations from [September-January]:
[paste notes — specific situations with dates]
What I've already tried in class and how it went:
[paste — for each measure, note how long it ran and with
what result]

Write a structured description:
1. How the difficulty shows up in class — specific situations,
   not generalities
2. Where the student has no difficulty, by contrast (documented
   strengths)
3. Under what conditions performance improves (what I observed)
4. What I tried, and what worked and what didn't
5. Questions I should ask the counseling team

Write descriptively, in the past tense, without evaluative
adjectives and without interpreting causes. Where I'm missing
evidence, say so.