Comments you can point at evidence for
A draft is assembled, not generated: templates a board could review, plus your own anecdotal notes, plus the dated observations that justify each sentence. Nothing is written that the record does not support.
Open the app API, llms.txt and MCP for agents
The rules the wording follows
- Name the behaviour, not the child: what was observed, never a trait.
- A growth sentence carries a next step and the support that goes with it.
- Learning-skills comments describe habits; achievement comments describe curriculum expectations. They stay apart.
- Placeholders keep names and pronouns correct: {{name}} and the pronoun set on the student record.
- Every sentence links back to the observations behind it, with dates, so it can be defended or deleted.
Area templates
- Task Engagement & Focus — strength
- {{name}} begins tasks promptly and sustains focus during independent work periods.
- Task Engagement & Focus — growth
- {{name}} is working on beginning tasks promptly and sustaining focus during independent work; a visual checklist and a clear start signal support {{them}} in getting underway.
- Inquiry & Active Listening — strength
- {{name}} demonstrates strong initiative by referring to classroom learning tools and asking insightful questions to deepen understanding.
- Inquiry & Active Listening — growth
- {{name}} is encouraged to use anchor charts and success criteria before seeking adult support, and to contribute {{their}} thinking during class discussion.
- Perseverance & Resilience — strength
- When work becomes challenging, {{name}} perseveres, tries a second strategy and applies feedback to improve {{their}} work.
- Perseverance & Resilience — growth
- When encountering challenging multi-step tasks, {{name}} benefits from breaking work into smaller steps to build persistence.
- Collaboration & Peer Work — strength
- {{name}} collaborates effectively, sharing materials equitably and listening respectfully to the ideas of group members.
- Collaboration & Peer Work — growth
- {{name}} is developing strategies for sharing roles in group work and for resolving disagreements with peers independently.
- Self-Regulation & Organization — strength
- {{name}} arrives prepared, uses an agenda to track work and recognizes when a break or a tool will help {{them}} refocus.
- Self-Regulation & Organization — growth
- {{name}} is working on organizing materials and workspace, and on planning the steps of larger projects with support.
When one behaviour is the story
A recurring indicator gets a sharper sentence than its area does. These are the indicator-level templates, chosen over the area wording whenever the evidence points at one specific behaviour.
- “Starts assigned work within 2 minutes of instruction” → {{name}} initiates tasks promptly following instruction.
- “Off task within 5 minutes without direct adult proximity” → {{name}} initiates tasks promptly and is working on sustaining focus during independent work periods.
- “Asks clarifying or extension questions ("What happens if...")” → {{name}} asks insightful questions that extend {{their}} thinking and the thinking of the class.
- “Refers to anchor charts or success criteria before asking for help” → {{name}} demonstrates strong initiative by referring to classroom learning tools before seeking assistance.
- “Waits passively when stuck rather than seeking help” → {{name}} is encouraged to seek clarification promptly when stuck, using peer supports and posted success criteria.
- “Avoids starting tasks that appear multi-step or complex” → When encountering challenging multi-step problems, {{name}} benefits from breaking tasks into smaller steps to build persistence.
- “Expresses frustration early ("I can't do this") and stops trying” → {{name}} is developing strategies for persevering through initial difficulty, including positive self-talk and a second-strategy prompt.
- “Tries a second strategy when the first attempt fails” → When a first approach does not work, {{name}} selects another strategy and continues working towards a solution.
What the app will not do
It will not invent an observation, and it will not describe a child in language you did not record evidence for. If the term is thin on evidence for a skill, the draft says so instead of filling the gap with an adjective.