Report Card Improvements Grades 7-12

Purpose of a report card The purpose of a report card is to provide parents a summary of their child’s is learning.

Nova Scotia Report Card Report cards in grades 1–12 have four components: attendance learner profile grades comments These are the components of the provincial report card template. So all report cards, whether English, French Immersion, International Baccaleraute have these components. Attendance is communicated on the report card. It is automatically populated through PowerSchool. The Learner Profile communicates social development and work habits. The Grade is a code that represents a summary of the quality of learning. In Grades 1-12 the focus is on the understanding and application of skills and concepts in relation to the learning outcomes. Comments summarize learning to date in a course/subject. These comments focus on the learner and their learning.

Learner Profile: Social Development and Work Habits These four main categories are reported on the Learner Profile: 4 main categories Classwork and Assignments Interacts with Others Organizational Skills Responsibility and Independence As students develop we expect to see students become more independent in the items on the Learner Profile. Having students engaged in tracking their progress within a course for these areas can be very beneficial. It also brings this profile to life in their daily school life.

Nova Scotia Report Cards Two major areas we report on: Attendance Learner Profile Grade Anecdotal Comment Social Development Work Habits Student achievement in relation to the learning outcomes Attendance and the Learner Profile both address social development and work habits which highly impact academic achievement and are greatly valued. The grade and comment address student progress and achievement to date, in relation to the learning outcomes.

Student Learning and Assessment When assessing students in relation to learning outcomes we continue to expect that: Student learning is assessed throughout the learning process. Students will receive regular feedback on what they do well, and what they need to do to improve their learning and track their progress over time. Students will have a variety of opportunities to demonstrate their learning using multiple assessment types and tools(conferences, presentations, debates, projects, observations, journals, tests/quizzes etc.). Ongoing assessment of learning is critical. Feedback for the student needs to be in relation to the criteria set for the learning. Criteria is in relation to the outcomes. Multiple opportunities to demonstrate and variety of assessment tools to gather that information is required. When evaluation takes place it is based on the most recent evidence of student learning in relation to the criteria and expected learning outcomes.

Student Learning and Assessment Regardless of the reporting code, we continue to focus on quality instruction and assessment practices.

Focus on helping students to really understand what their classroom experience will be and how their success will be measured. Start here…. Clarifying, sharing, and understanding learning intentions and criteria for success Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning Providing feedback that moves learning forward Communicating very clearly the learning targets and how their success will be measured Developing effective classroom instructional strategies that allow for the measurement of success. Working with students to provide them the information they need to improve The clarity of the expected learning is an important fierst step.

PTGB Our expectations for use remain the same Used for all courses in grades 7-12 Categories must be set up in relation to curriculum (modules, strands, units) Linking outcomes to assessments Assessment titled appropriately, with descriptions, published in a timely manner See a new document Working with PowerTeacherGradebook 7-12 Weighting, Categories and Assessment in an Outcomes Framework Categories- by curriculum structure- modules, units, GCO’s , strands Grade setup- total points & weighting of categories, or achievement levels and more recent work for Final Outcome Scores Assessments- link outcomes being addressed Codes –use of PTGB codes to communicate ongoing progress (Missing, late, collected, anecdotal comments, exempt, etc.) Assessment Description- description of the assessment entered in description box in assignment setup Assessment scores- achievement levels/points set to zero or points out of Assessment and Evaluation Plan- description of assessment and evaluation information for course ( entered in Description box in the Class Content section of Gradebook)

Grades and Descriptors Descriptions 90 -100% Demonstrates excellent understanding and application of concepts and skills in relation to the learning outcomes 80-89% Demonstrates very good understanding and application of concepts and skills in relation to the learning outcomes 70-79% Demonstrates good understanding and application of concepts and skills in relation to the learning outcomes 60-69% Demonstrates satisfactory understanding and application of concepts and skills in relation to the learning outcomes 50-59% Demonstrates limited understanding and application of concepts and skills in relation to the learning outcomes Below 50% Has not met minimum requirements of the course INS Insufficient evidence to determine a grade IP In progress N/A Not applicable (Used only for strand reporting in Mathematics, Grades 7 & 8 only)

Grades and Descriptors Grades and descriptors are used to summarize a chunk of learning over time. The learning focus pertains to the knowledge/understanding of the concepts and skills of the learning outcomes and the application of those concepts and skills The learning focus change in the new 7-12 descriptors is important.

Comments Comments should be a short summary of learning to date They will focus explicitly on a student’s strength(s), areas for improvement suggestions for supporting student’s next steps in learning 2 Professional Learning Activities for facilitating with staff. Writing Learner Profile Comments Writing Academic Comments

Support Watch for upcoming Webinars Contact Board Support: Send in Questions for FAQ’S to jacksonka@gov.ns.ca