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Objectives & Standard Alignment
Objective: Utilize AI tools to responsibly generate clear and engaging written communication with families concerning student academics.
Alignment to Teacher Leader Model Standards: Domain VI. Improving Outreach and Collaboration with Families and Community
While sharing an overview of classroom information is important, communicating about the specific details of a child's progress is equally necessary. Communicating about a child's academic progress can become an exciting opportunity to share celebrations, or a daunting task, leaving teachers feeling overwhelmed by the thought of having to share a not-so-amazing report. Families may also want more information about your grading policy or standards, and you will need to be able to explain them in a way that makes sense and doesn't add to their confusion. After working through this page, you will understand the importance of two-way communication, and you will be equipped with several AI tools to help you navigate the roller coaster of communicating with families about students' academics.
Before You Begin
Use the game below to see what you know about best practices for communicating with families about students' academic performance.
What's the Point?
Communicating with families builds a greater partnership between homes and schools. We know that strong relationships between families and teachers benefit students and ultimately help them succeed. A framework developed by Joyce Epstein and her colleagues explains the different types of involvement that families can have with the school. Communicating about a child's academics is a necessity because it falls into three out of six areas of involvement: Communicating, Decision Making, and Learning at Home (Epstein et al., 2019). To learn more about all six types of family involvement, see the additional resources page.
Type 2: Communicating
Epstein et al. explained that two-way communication helps build the relationship between teachers and families (2019). This relationship shows students that their parents or guardians are in contact with their teachers and are aware of what they are doing in class. When students see their families and teachers as partners, they have a greater chance for success (Epstein et al., 2019). It is also critical that communicating with families is done in a way that is accessible, so be sure that when you send messages about academics, you provide a translated copy of your message in the student's home language.
Type 4: Learning at Home
Providing opportunities for students to learn at home allows their families to be more involved in their education (Epstein et al., 2019). While it doesn't have to be often, and depending on the age group, assigning homework activities that engage the entire family is a way to increase the school-to-family partnership. Be sure to communicate clearly about the assignments, explaining what students should know and be able to do to be successful. Your clear communication will help families feel connected to their child's education in a meaningful way.
Type 5: Decision Making
When teachers communicate effectively, families feel empowered to make decisions about their child's education (Epstein et al., 2019). Families want to be involved and have the right to make decisions for their children. Teachers have the opportunity to provide the necessary information they need in order to be advocates for their children. Be intentional about asking questions and leaving space for your students' parents to have a level of involvement in the decision-making process for their kids.
There's a Problem
A 2023 Gallup Analytics study found that the majority of parents are unaware of how their child is performing in school. In a recent survey, over 90% of parents believed that their child was above average in reading or math, when the reality is that less than half of students are performing above grade level (Gallup, 2023). As teachers, we know that in-class grades are not the only measure of how a student is performing in school, but parents use them as their main source of information. If parents don't know how their child is actually doing in school, they can't be active participants in their education. The following sections explain the importance of communicating multitudes of academic information with parents so they can partner with schools to contribute to their child's success.
Academic Standards
Families have the right to know what their child is learning in school. But have you ever tried to locate your state's academic standards on their website? It can be a tedious task, especially if you don't know what you are looking for. Can you picture a parent trying to find the standards? You can imagine the frustration they would feel. It is unlikely that many parents are searching your state department website, but they have the right to know what their child will be learning in your class, and it is up to you to explain. While not all states use Common Core State Standards, a majority of states have closely aligned standards. Review the slides below to learn what parents need to know about the standards their child will be learning in school. If you do not use Common Core in your state, think about how this information still applies.
(O'Brien, 2024)
Now that you have a foundation of why families need to know the standards, you might be wondering: "How do I explain them?" Unpacking standards to determine their meaning is a critical career skill for educators (Ainsworth & Donovan, 2019), but it is unlikely that parents are privy to the process. A simpler way for you to communicate your content standards is to use AI. Magic School AI provides a tool for unpacking content standards. You can customize this tool to have it include a parent-friendly explanation of the standard that you can send to families. You can also use Goblin Tools AI's 'Professor' feature to generate a parent-friendly explanation of the standard. You will have the opportunity to learn more about these tools and try them out yourself, in the 'Try It' section of this page by clicking "I want to reword academic standards."
Click the button below to practice rewording your academic standards.
Grading Policies
What grading policy do you use? Why do you use it? If you're not confident in your answer, neither are the families of students in your class. We already know that parents have the right to know what their child is expected to learn in class, but they also have to right to know how they are being graded. Two major systems for grading are the traditional model (A, B, C, D, F) and standards-based. Watch the video below to learn the difference between the two.
(5 minutes)Closed captioning is available by clicking the "CC" icon.
A traditional grading scale typically uses a letter system assigned to percentages to indicate levels of understanding on a specific assignment. Students are often provided little opportunity to increase their learning or improve their scores (Knowledge Works, 2023; Townsley & Buckmiller, 2018). Standards-based grading systems do not focus on scores, but on a student's understanding of the content and standards. It is typically understood that standards-based grading systems are a preferred method, but they pose their own set of challenges. To learn more about these grading policies and the theory behind grading, view the additional resources handout.
While the video above shows a preference toward standards-based grading approaches, it is unlikely that it is your choice on which policy to use. Despite this fact, you must be able to explain your grading policy to the families of your students. When explaining your grading policy, you may want to consider:
Identifying if you use a standards-based or traditional model
Stating your policy for late work
Providing your policy for re-take assignments
Explaining your policy for the use of AI on graded assignments
Using an AI tool can help you clearly communicate your policies and expectations for grading in your classroom. Magic School AI provides a tool that generates emails to families that are professional and clear. You can explain your grading policy, and the tool will write a message that you can send to families of students in your class. You will be able to practice using this tool in the 'Try It' section of this page by clicking "I want to explain my grading policy."
Click the button below to practice explaining your grading policy.
Sharing Academic Celebrations
Any time a teacher can celebrate a child's accomplishments is an opportunity to create a stronger partnership with families. While sending positive messages about a student's performance seems to be an easier task than communicating difficulties in the classroom, it is important to evaluate the weight of what you are saying. Carol Dweck, a researcher in the field of motivation, has found that when we praise students for their intelligence or talents, we actually set them up for failure. Watch the video below to learn about the importance of praising the process of learning.
(12 minutes)Closed captioning is available by clicking the "CC" icon.
As you watch the video, think about any 'aha' moments you have. Consider your practices as a teacher. When you send messages to parents about their child's success, do you usually comment on their intelligence or their effort? How often do you tell parents that their child is smart, instead of focusing on how hard they work?
In the "Try it" section of this page, you will have an opportunity to use an AI tool to generate a message to parents about their child's success in your class. When you practice, keep what you have learned from this video in mind.
Click the button below to practice sharing academic celebrations.
Sharing Academic Needs
Communicating academic needs with parents can feel like a daunting task. You will want to be clear, but also kind and compassionate with parents of children who need extra support. It is essential that teachers keep parents informed about their students' progress frequently, especially when they are struggling with content.
When writing messages to families about the needs of their child, it is important to use asset-based language. Asset-based language focuses on the strengths and abilities of students, rather than over-emphasizing their shortcomings (Integrated Comprehensive Systems, 2024). While the purpose of your communication may be to explain the needs of the student, you should begin by focusing on positive aspects of the child's performance at school. Research shows that a major contributor to a lack of parent involvement in schools is their unsatisfactory behavior (Stamatis & Chatzinikola, 2021). Intentionally beginning with the positive aspects of a child's time in class before explaining their struggles is a practical way to maintain a positive partnership with parents (Positive Action Staff, 2025; Davis, 2025; Centers for Disease Control, n.d.). Below, you will find some helpful tips for communicating about a child's academic needs.
Using AI tools can help you increase your clarity, formality, and professionalism when writing difficult messages to families. While using these tools for written communication can be extremely beneficial, always remember that the first line of communication should be a phone call or an in-person meeting to discuss a student's needs. In the "Try This!" section of this page, you will be able to generate a message to parents explaining your concerns. After the message is generated, be sure it follows the tips for communicating academic challenges.
Click the button below to practice sharing academic needs.
Report Card Comments
It is the end of the quarter, you have finished marking all of your assignments, entered them into the grade book, and you are ready to turn in report cards to be sent out. But there is one large task that sits ahead of you: report card comments. An often unenjoyable, mundane task that requires additional time and effort on your part must be finished before you hit submit. Report card comments can be about a student's accomplishments, areas for growth, or encouragement regarding their progress. While they may feel tedious and unnecessary, remember that a majority of parents use report cards as their primary source of information about their child's progress (Gallup, 2023).
Magic School AI contains a tool called the "Report Card Generator." This AI tool will help you write meaningful report card comments that are tailored to each child and emphasize the necessary information families need to know at the end of the grading period, such as their strengths and areas for improvement. In the "Try It" section of this page, you will be able to practice using this tool by clicking "I want to write a report card comment."
Click the buttons below to practice writing a report card comment.
One of the Flora children is struggling to meet the academic demands after transitioning to their new school. Use what you know about the specific child in your grade band to reflect on how you will communicate with the Flora parents about their needs. Remember what you have learned about communicating about academics.
Aspen: Aspen is the most outgoing of their siblings and enjoys playing soccer whenever they can. According to their state test scores, they are performing on grade level in math and one grade level below in reading. Aspen is respectful to their teacher and classmates, but sometimes has trouble staying on task during independent work time and completing their work on time.
Hazel: Hazel is a quiet student and is the shyest member of the Flora Family. Hazel prefers to read books during recess, rather than play with their classmates. They are reading above grade level and working slightly below grade level in math, according to state test scores. Hazel is well-mannered and complies with school rules, but does not talk much during class discussions.
Reed: Reed is the oldest sibling and is a confident student. They played varsity soccer for their previous school and had several friends they left behind. Reed is having a hard time with the move and is acting out in class, telling jokes and acting like the class clown. Reed has been classified as academically gifted and is working two grade levels above their same-aged peers.
On your Module Reflection Guide, write down the AI tools you will use to help you effectively communicate your thoughts to the Flora parents. How will you use them? What considerations will you remember when generating your message?
Click the "Next" button to continue..
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