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How do we build student accountability and maintain clear communication with families if we are expected to couch what a students next steps are with "Going forward, X will be provided..."
More often than not, the student has already been provided with multiple opportunities. Is it not then more clear to say "X is encouraged/urged to..." or "X's next step is to..."

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Focusing on observable traits, behaviours, and qualities to start the comment

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The example comments are very helpful.
I especially like the section where you 'up-level' a current comment to be even better with notes of how it was edited.

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In advance of assigning a level 2 to students, we should have previous communication with the student and parents. I sometimes find it hard to be polite and encouraging, but also realistic and clear. Could we have some guidance/examples about how to share this information with parents?

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A student might receive a 2 in multiple subjects. How do we communicate this with parents (and the student) in a way that supports the students to maintain confidence and a growth mindset and communicate in a way that doesn't overwhelm their guardian(s)?

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A discussion about grade levels would be helpful within the Middle School, especially around 'meeting' expectations versus 'exceeding' expectations. How do teachers determine a level 2, 3 or 4 in their course?

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A discussion about learning skills would be helpful within the Middle School; when to give an NI, S, G, or E to students? If students receive an 'NI,' should the student and parent be contacted too? What value do the learning skills hold versus the level for teachers, students and parents?

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Connecting the strength based on evidence and observations and not a task.

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*A streamlined communication method of communicating students' pronouns should be in place before reporting, but it also needs to be reemphasized before reporting.

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Refocusing comments to move away from describing students as "quiet" or asking them to "Try harder" to focusing on learning skills and areas of engagement or lack of engagement.

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Now that we have just two reports, would it be possible to add qualifiers on the December report?  I think we originally kept them off because we didn't feel we had enough information when we were writing reports in early November, but now we have 3+ months of data.

I really struggle for students on the cusp.  Do we say '4' when they are achieving barely, barely '4-' ? Because when they get to June they will think they have "gone down." Or do we say '3' when they are really a '3+' and so close to a '4-' But then they think they are "failing"

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I wonder what is meant by the guideline to avoid jargon? I wholeheartedly agree with avoiding jargon. My reason for wondering here is that some of the "up-levelled" comments still contain a lot of jargon that I don't understand, so I wonder if parents would. How do we decide what is jargon? I feel that currently we generally err on the side of more, not less.

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I really appreciated Sherri's 'pronouns & names' update last December and the formal guideline to respect students' choices.

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I think a refresher on some common writing errors could be helpful. For example, there is a school-wide need for some review of how to use apostrophes. Some of this is in the BSS Style Guide but as it's a long doc, perhaps some 'highlights' would be helpful. Celeste once shared a slide deck with a few frequent ones - is it still around somewhere?