1. Report Card Improvements Grades 7-12

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

3. 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.

4. 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.

5. 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.

6. 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.

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

8. 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.

9. 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)

10. Grades and Descriptors
Descriptions %
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)

11. 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.

12. 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

13. Support Watch for upcoming Webinars Contact Board Support:
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