Report Card Next Steps: Examples That Actually Help

The short version

What makes a next step useful

Four tests. If a sentence fails one of them, it is a placeholder, not a next step.

1

One thing, not four

Pick the single next step that would unlock the most other progress. Growing Success asks for feedback that is clear and precise. A comment listing four areas to improve leaves a family with nothing to prioritize, and in our experience it reads as a list of complaints.

2

An action, not a verdict

"Be more responsible" describes a person. "Record every due date in one place" describes something a student can do tomorrow morning. Next steps point at work, not at personality: feedback aimed at the student as a person is the least effective kind.

3

Doable before the next report

You have one reporting period. Depending on your board's dates, that is somewhere between two and four months from the progress report to the first report card, and closer to a full term before the June one. If the step could not start this week with what the student already has in their bag, it is a wish rather than a step.

4

It survives the kitchen table

Read it aloud the way a parent will. Growing Success asks for language parents understand and warns against comments that simply repeat curriculum or achievement chart wording.

A next step that passes all four usually has the same three parts:

What to work onorganizing longer writing What that looks like in practiceplanning three main points before drafting When or where it happensat the start of every writing task

"A helpful next step is to plan three main points before drafting, at the start of every writing task."

One case needs more than a sentence

When achievement is reported as R in Grades 1 to 8, or below 50 per cent in Grades 9 to 12, Growing Success asks for more than a tidy next step: describe the specific remedial measures that are planned or the strategies that have been developed, say what kind of parental support will be required, and contact the family as soon as possible. A single generic phrase does not meet that bar, and pasting one in is the fastest way to lose a parent's trust.

Source: Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010), Chapter 6, p. 65. Full list in Sources.

Before and after

Three rewrites

The weak versions are not lazy. They are what tired writing produces at 11 p.m. in week nine.

Weak

"Needs to be more organized."

Stronger

"A helpful next step is to record every due date in one place, the agenda or a phone calendar, and to check that list before leaving each class. Going through it together at home for two weeks would help the habit stick."

Why the first one misses: it names a trait rather than an action. A family reading it at the kitchen table has nothing to do differently on Monday, and the student hears a label instead of a plan.

Weak

"Should participate more in class."

Stronger

"A useful next step is to arrive with one question or comment prepared from the previous reading. Having something ready makes joining a discussion much easier than waiting to be called on."

Why the first one misses: more than what? It measures volume rather than learning, and it quietly asks a quiet student to become a different person. The rewrite asks for preparation, which is teachable.

Weak

"Makes careless errors in math."

Stronger

"A helpful next step is to estimate an answer before solving, then check the final answer against that estimate. Most of the marks lost this term came from arithmetic slips rather than from choosing the wrong method."

Why the first one misses: "careless" is a judgement about character, and it hides the only useful information, which is where in the work the errors happen. The rewrite also tells the parent the thinking is sound.

Assembling the whole comment, not just this half? The complete guide to Ontario report card comments covers structure, tone and the strengths half, and the free learning skills comment builder puts a full E, G, S or N comment together in a few clicks.

150 phrases: 78 for the six learning skills, 60 for five subject areas, and 12 blank stems you finish yourself. Every phrase is written in the third person with no student name, so it can be pasted straight after the strengths half of a comment. Three habits make them work:

Keep the specific detail and cut whatever does not apply.
Change any part that is not true for this student. A next step that does not match the evidence is worse than none.
Stop at one next step per comment. Two if they are genuinely linked.

The six learning skills and work habits

Official names, in the order they appear on the provincial report card, reported as E, G, S or N. The one-line descriptions paraphrase the sample behaviours printed beside each skill in Growing Success and on the report card forms themselves.

Responsibility

Fulfilling commitments, submitting work by the agreed timelines, and managing one's own behaviour. 13 next steps

A helpful next step is to record every due date in one place, whether that is an agenda, a phone calendar or the class site, and to check that list before leaving each class.
The next step is to submit work on the day it is due even when it is unfinished, so that feedback can still be given on the part that is complete.
A useful goal for the coming term is to ask for extra time before a deadline passes rather than after, and to name a specific new date when asking.
Progress will come from packing the materials for tomorrow's classes the night before, so that missing equipment stops costing class time.
A strong next step is to keep a short weekly list of assigned work and to cross items off only once they have actually been handed in.
An achievable target is to finish the last section of one task before starting another, instead of carrying several assignments that are almost done.
A good focus for next term is to check the class site twice a week for posted work, so that nothing assigned during an absence is missed.
The next step is to take the lead on catching up after an absence by asking what was missed on the day of return, rather than waiting to be told.
Building the habit of putting finished work in the same place every time will make late and lost submissions far less common.
A helpful next step is to set a personal deadline two days before the real one on longer assignments, which leaves room for the unexpected.
Continued growth will come from following through on commitments made to a group or a teacher, including small ones such as bringing a promised resource.
A realistic next step is to choose a different response when frustration builds in class, such as taking an agreed one-minute break before continuing.
The most useful thing to work on next is arriving ready to begin, with materials out and the previous night's work at hand before the lesson starts.

Organization

Making and following a plan, setting priorities and managing time, and gathering the right information and resources. 13 next steps

A helpful next step is to break each multi-day assignment into three smaller deadlines and to write them on a calendar the day the task is handed out.
The next step is to keep one binder section or digital folder per subject and to file handouts at the end of each class rather than at the end of the unit.
A useful goal for the coming term is to start longer tasks with a short plan, deciding what gets done first, second and last before writing anything else.
Progress will come from keeping a due-next list at home each evening, ordered by whichever task is due soonest rather than by whichever feels easiest.
A strong next step is to estimate how long a task will take, then compare that estimate with the time actually spent, which makes future planning far more accurate.
An achievable target is to spend the first two minutes of every work period deciding what will be finished before the bell.
Building the habit of naming digital files with the assignment and the date will make finding and submitting work much faster.
A good focus for next term is bringing the required materials to every class, using a short checklist taped inside the binder for the first few weeks.
The next step is to keep notes for each subject in one place instead of on loose paper, so that studying starts with a complete set.
A helpful next step is to clear out the backpack and locker once a week so that current work does not get lost among older handouts.
Continued growth will come from choosing which sources to use before starting research, rather than collecting everything first and sorting it later.
A realistic next step is to spread study time for a test across three shorter evenings instead of one long night before it.
Working on packing the bag and checking the agenda at the same point every day, such as the end of last period, would turn organization into a routine rather than a decision.

Independent Work

Monitoring and revising one's own plan, using class time well, and following instructions with minimal supervision. 13 next steps

A helpful next step is to reread the instructions once independently before asking whether the task has been understood correctly.
The next step is to attempt the first question alone and to mark the exact point where the difficulty starts, which makes asking for help much faster.
A useful goal for the coming term is to begin work within the first few minutes of every work period without needing a reminder to start.
Progress will come from checking work against the assignment sheet or rubric before handing it in, rather than after the feedback comes back.
A strong next step is to choose the seat with the fewest distractions during independent work and to notice which spot actually produces the most finished work.
An achievable target is to set a small goal at the start of each work period, such as two paragraphs or five questions, and to check it at the end.
Building the habit of restating the instructions in a few of one's own words before starting will reduce the number of restarts on longer tasks.
A good focus for next term is to keep going when a first attempt does not work, using class notes and worked examples before asking for help.
The next step is to use a checklist on multi-step tasks so that steps are not skipped when nobody is prompting.
A helpful next step is to keep the phone out of reach during independent work and to compare how much more gets finished in those periods.
Continued growth will come from revising a plan partway through a task when it is clearly not working, instead of waiting until the deadline to find out.
A realistic next step is to bring a second task to work on once the first is finished, so that class time is always in use.
The most useful thing to practise next is following a multi-step instruction all the way to the final step, since the last step is the one most often missed.

Collaboration

Taking a fair share of roles and work, responding well to other people's ideas, resolving conflict, and sharing what one knows. 13 next steps

A helpful next step is to take a different role in the next group task, such as recorder, timekeeper or presenter, rather than the usual one.
The next step is to agree on who is doing what in the first five minutes of group work and to write that split down where the whole group can see it.
A useful goal for the coming term is to bring a quieter group member into the discussion by asking directly what they think.
Progress will come from responding to an unfamiliar idea with a question before disagreeing with it.
A strong next step is to arrive at the agreed meeting with a completed share of the work, since a group plan only holds when each part arrives on time.
An achievable target is to summarize what a partner has said before adding a new point, which shows the idea was actually heard.
Building the habit of asking what the group thinks before deciding alone would turn a strong voice into an even more useful one.
A good focus for next term is settling small disagreements inside the group first and bringing in a teacher only once that has been tried.
The next step is to share notes, resources and useful strategies with the group rather than holding the most helpful ones back.
A helpful next step is to keep online group chats on task and respectful in tone, applying the same standard used in the classroom.
Continued growth will come from listening for the strongest idea in the group rather than the loudest, including when it is not the first one suggested.
A realistic next step is to check in with the group partway through a long task to confirm that everyone is still on track.
The most useful thing to practise next is disagreeing with an idea while still supporting the person who offered it.

Initiative

Acting on new ideas and opportunities, taking learning risks, showing curiosity, and speaking up for oneself and others. 13 next steps

A helpful next step is to bring one question about the topic to class each week, chosen from whatever was genuinely interesting.
The next step is to take the harder option when a task offers a choice, since the safer option is now well within reach.
A useful goal for the coming term is to volunteer once per unit for something new, such as presenting, demonstrating or leading a group check-in.
Progress will come from starting a first attempt before it feels certain, and treating a rough draft as information rather than as a verdict.
A strong next step is to follow one class topic further outside class, through an article, a video or a short experiment, and to bring back what was found.
An achievable target is to ask for the extra practice or extra time that is needed rather than waiting to be offered it.
Building the habit of trying a new strategy before falling back on a familiar one will widen the range of tools available.
A good focus for next term is speaking up when something in the classroom seems unfair or unclear, using a calm and specific description of the problem.
The next step is to suggest one improvement to a group plan instead of only carrying out the plan that others have made.
A helpful next step is to sign up for one school opportunity connected to this subject, such as a club, a competition or a help session.
Continued growth will come from starting new units with the same curiosity already shown for familiar topics.
A realistic next step is to ask a follow-up question after an answer is given, which turns a correct answer into a deeper one.
The most useful thing to practise next is naming what is not yet understood at the start of a unit, so that effort goes where it is needed.

Self-Regulation

Setting goals and tracking them, asking for help when it is needed, reflecting honestly on strengths and needs, and persevering through difficulty. 13 next steps

A helpful next step is to set one specific goal at the start of each unit and to check progress against it in the final week of that unit.
The next step is to ask for help within the first few minutes of getting stuck rather than waiting until the end of the period.
A useful goal for the coming term is to name one strength and one area to work on after each major task, in a sentence or two.
Progress will come from returning to a difficult question after a short break instead of stopping at the first attempt.
A strong next step is to apply the feedback from a returned assignment to the very next one, noting which comment is being acted on.
An achievable target is to notice the early signs of frustration and to use an agreed strategy, such as a short break or a quiet restart, before it grows.
Building the habit of writing down one question during the lesson to ask at the end will make asking for help feel routine.
A good focus for next term is reviewing a test by sorting errors into what was not known and what was known but slipped, since those two need different fixes.
The next step is to break a challenging task into pieces small enough that starting feels easy.
A helpful next step is to check work against the success criteria before deciding that it is finished.
Continued growth will come from staying with a task through the difficult middle section instead of setting it aside there.
A realistic next step is to settle on a work space and a phone setting at home that make focus easier, and to notice which combination works best.
The most useful thing to practise next is asking a specific question that names the step which is unclear, rather than saying the whole task is confusing.

By subject

Next steps for subject comments

Five skill areas rather than report card strands. Most phrases move between grades with a small edit, though several assume a secondary timetable and want rewording for younger students.

A note on names. On the current Grades 1 to 8 report cards, reading, writing and oral work are not separate Language strands: Language is reported as Literacy Connections and Applications, Foundations in Language, Comprehension and Composition, so a phrase from the first three groups below goes inside that one Language comment. The subject there is Science and Technology, not Science. Oral Communication, Reading and Writing do still appear as strands under Native Language.

Reading

Comprehension, fluency, and using evidence from the text. 12 next steps

A helpful next step is to pause at the end of each page and state the main idea in one sentence before carrying on.
The next step is to read a short passage aloud at home two or three times a week, which builds both fluency and confidence.
A useful goal for the coming term is to point to the line or paragraph that supports an answer, so that opinions are backed by the text.
Progress will come from making a prediction before a chapter and checking it afterwards, which keeps attention on meaning rather than on finishing.
A strong next step is to keep a running list of unfamiliar words while reading and to look up two or three of them after each session.
An achievable target is to reread the question before answering it, since several lost marks this term came from answering a slightly different question.
Building the habit of previewing headings, images and captions before reading a non-fiction text will make the main ideas much easier to find.
A good focus for next term is reading a wider range of texts, such as news articles, biographies or instructions, alongside preferred fiction.
The next step is to summarize a text in three sentences: what it is about, what happens, and why it matters.
A helpful next step is to slow down on questions that ask why or how, where a full answer needs a reason and not only a fact.
Continued growth will come from noticing when meaning has been lost and going back to reread that section instead of reading on.
The most useful thing to practise next is comparing two texts on the same topic and naming one thing each author does differently.

Writing

Planning, drafting, revising, and the conventions that carry the meaning. 12 next steps

A helpful next step is to plan with a short outline of three main points and the evidence for each, before starting a draft.
The next step is to reread each piece aloud before submitting it, which catches most missing words and run-on sentences.
A useful goal for the coming term is to add one specific example to every paragraph, since strong points lose their power without evidence.
Progress will come from varying sentence length on purpose, such as placing one short sentence after two longer ones.
A strong next step is to write a first draft without stopping to edit, then to revise it in a separate sitting.
An achievable target is to check that every paragraph carries one clear main idea, and to split any paragraph that carries two.
Building the habit of using the rubric as a checklist before submitting will close the gap between a good draft and a finished piece.
A good focus for next term is spending more of the available time on revision than on the first draft.
The next step is to keep a short list of the three errors that appear most often in returned work, and to check for those three every time.
A helpful next step is to use linking words such as however, as a result, or in contrast, so the connection between ideas is visible to the reader.
Continued growth will come from writing for a specific reader and adjusting word choice to suit that audience.
The most useful thing to practise next is writing a conclusion that answers the question asked, rather than repeating the introduction.

Oral Communication

Listening, speaking to be understood, and joining a discussion rather than waiting it out. 12 next steps

A helpful next step is to prepare one question or comment from the reading before class, which makes joining a discussion far easier.
The next step is to practise a presentation aloud twice at home, once with notes and once without them.
A useful goal for the coming term is to speak at a volume that reaches the back of the room, checking with a partner during practice.
Progress will come from listening for the last point made and building on it, rather than waiting for a turn to deliver a prepared idea.
A strong next step is to slow the pace during presentations and to pause deliberately after each main point.
An achievable target is to contribute once in every small-group discussion, starting with a question rather than an opinion.
Building the habit of looking up from the notes at the end of each sentence will make presentations feel much more connected to the audience.
A good focus for next term is explaining thinking in full sentences when answering aloud, giving the reason as well as the answer.
The next step is to restate what a classmate has said before responding to it, which shows careful listening.
A helpful next step is to plan the first and last sentence of a presentation word for word, since those two carry the most weight.
Continued growth will come from asking a clarifying question when instructions or ideas are unclear, instead of waiting to see what others do.
The most useful thing to practise next is replacing filler words with a short silent pause.

Mathematics

Accuracy, reasoning, and showing the thinking behind an answer. 12 next steps

A helpful next step is to estimate an answer before solving and to compare the final answer with that estimate.
The next step is to show every step of the work, since most of the marks lost this term came from steps done mentally that could not be checked.
A useful goal for the coming term is to practise the number facts that still slow down longer questions, in short daily sessions rather than long ones.
Progress will come from reading a word problem twice, once for the story and once for the numbers, before choosing an operation.
A strong next step is to draw a diagram or build a table for problems that are hard to picture.
An achievable target is to check every answer for whether it makes sense in the situation the question describes.
Building the habit of writing down the formula before substituting numbers will make errors much easier to find.
A good focus for next term is explaining, in one sentence, why a particular method was chosen, alongside the calculation itself.
The next step is to redo the questions marked wrong on a test and to write down what changed the second time.
A helpful next step is to keep a personal list of recurring error types, such as signs, units or decimal places, and to check for them before submitting.
Continued growth will come from solving a familiar problem a second way to see whether both methods agree.
The most useful thing to practise next is attempting every part of a multi-part question, since a partly correct attempt still shows what is understood.

Science

Inquiry skills, correct vocabulary, and explaining why a result happened rather than only what happened. 12 next steps

A helpful next step is to write the purpose of an investigation in one sentence before starting, which keeps the whole report focused.
The next step is to include units and a sensible degree of precision in every recorded measurement.
A useful goal for the coming term is to describe observations using the vocabulary from the unit rather than everyday language alone.
Progress will come from labelling diagrams fully, with parts, units and a title, before moving on to the analysis.
A strong next step is to link the conclusion back to the original hypothesis and to say plainly whether the evidence supports it.
An achievable target is to name one source of error in each investigation and to suggest how it could be reduced.
Building the habit of reading the whole procedure before touching any equipment will make lab work both safer and faster.
A good focus for next term is recording data straight into a prepared table during the activity rather than on loose paper afterwards.
The next step is to connect each new concept to an example from outside the classroom, which makes the idea much easier to recall.
A helpful next step is to review the safety rules for each new piece of equipment before using it, and to ask when a rule is unclear.
Continued growth will come from explaining why a result happened, not only what was observed.
The most useful thing to practise next is graphing data with the variables on the correct axes and a scale that uses the full page.

Fill in the blanks

12 stems to finish yourself

For the student nobody wrote a phrase for. Copy a stem, drop in the detail from your notes, and the sentence sounds like you.

Open stems

Each blank wants something concrete: a behaviour, a place, a frequency, or a reason. 12 stems

A helpful next step is to ____________, which would strengthen ____________.
The next step in this area is to practise ____________ during ____________.
A useful goal for the coming term is to ____________ at least ____________ times each week.
Progress will come from ____________ before ____________.
A strong next step is to use ____________ as a check before submitting ____________.
An achievable target for the next reporting period is ____________.
Building the habit of ____________ will make ____________ far more consistent.
A good focus for next term is ____________, starting with ____________.
Continued growth will come from ____________, which is the natural next step after ____________.
At home, ____________ would support the work being done in class on ____________.
The most useful thing to practise next is ____________, since ____________.
With continued attention to ____________, the next step is ____________.

FAQ

Questions teachers ask about next steps

What is a next step on an Ontario report card?

It is the forward-looking half of the comment. Growing Success asks teachers to focus on what students have learned, to "describe significant strengths, and identify next steps for improvement", and to write in language parents will understand. The next step names the one thing a student should work on before the next reporting period.

How many next steps should one comment include?

Growing Success does not set a number. In practice one is usually enough, and two is the practical maximum. A comment that lists four areas to improve leaves a family with nothing to prioritize. Choose the next step that would unlock the most other progress.

Do next steps have to be different for every student?

The wording can be shared. The substance cannot. Growing Success says it is important that teachers have the opportunity to write their own personalized comments instead of picking from a prepared set of standard ones, and that boards should not enact policies that prevent that. Use the phrases on this page as starting points, then change the detail so the next step matches what this student actually needs.

What should a next step say for a student who is failing?

More than usual. For an R in Grades 1 to 8, and for a mark below 50 per cent in Grades 9 to 12, Growing Success asks teachers to describe the specific remedial measures that are planned or the strategies that have been developed, and the kind of parental support that will be required, and to contact parents as soon as possible. A single generic sentence does not meet that bar.

Can AI write next steps for report cards?

It can draft them. It cannot decide them. A tool can turn your notes into a sentence in your own voice, but it does not know that one student's organization slipped in November when their schedule changed. Gradefully drafts personalized comments from what you already record in your gradebook, and every draft is yours to edit before it goes on a report card.

Sources

Where the claims on this page come from

The documents behind the claims on this page. Page numbers are the printed page.

Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12
Ontario Ministry of Education · 2010 · PDF, 168 pages · pp. 11, 34, 35, 53, 55, 64, 65
Elementary Provincial Report Card, Grades 1–6 (public schools), form 0461E (2023/09)
Ontario Ministry of Education · 2023 · PDF form, 4 pages
Elementary Provincial Report Card, Grades 7–8 (public schools), form 0463E (2023/09)
Ontario Ministry of Education · 2023 · PDF form, 4 pages
Provincial Report Card, Grades 9–12, semestered schools, form 83-0470E (2026/09)
Ontario Ministry of Education · 2026 · PDF form, 4 pages, linked from the report card templates page
The Power of Feedback
John Hattie and Helen Timperley · Review of Educational Research 77(1) · 2007 · peer-reviewed article, pp. 81–112 · p. 90

Links checked July 2026. If a source here does not say what we say it says, tell us at /contact/ and we will fix it.

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