As part of ongoing security improvements, Content Security Policy (CSP) response headers are now present on all browser requests. This will impact Customizations and Integrations that load content from third-party/external sites outside of the main PowerSchool SIS address.A new {{cdn_request}} plugin.xml attribute has been added for Customizations and Integrations that require content from third-party sites to define external servers that the customization and/or integration will access. This attribute is present in PowerSchool SIS 21.11.0.0 and greater, which is the minimum supported version starting August 15th.Customizations and/or Integrations that utilize external content inside PowerSchool SIS will need to be updated by the issuer.Documentation for the cdn_request attribute can be found on the PowerSchool Developer site. The previous link may return a blank page if you are not currently logged into PowerSource. 

The Microsoft OneDrive LTI app integrates with your LMS to bring Microsoft OneDrive and Microsoft 365 directly into your most important workflows that include: Attaching resources and organizing content. Starting collaborative documents. Creating and grading assignments.

Create a Microsoft OneDrive Cloud Assignment Cloud assignments are templated assignments. All students get their own copy of the assignment and can edit their own copy. 

The short answer is that these are probably OK, too, but it depends on how you use them. The longer answer? An exemption to the U.S. Copyright Law permits the use of streaming services and other performance displays in the course of face-to-face teaching activities in a nonprofit educational institution, classroom, or similar place devoted to instruction. In other words, you can show your students a movie in your classroom as long as it has an educational purpose. What you can't do is, say, show a movie from a streaming service in your gym or cafeteria and charge for admittance. That's a no-no.

When a student had an assignment standard score but no standard final grade, the Standards Grades Report with the By Assignment parameter would be blank.

but not in assessment, evaluation, or reporting.

The purposes of the achievement chart are to:• provide a common framework that encompasses all curriculum expectations for allsubjects/courses across grades;• guide the development of high-quality assessment tasks and tools (including rubrics);• help teachers to plan instruction for learning;• provide a basis for consistent and meaningful feedback to students in relation to provincial content and performance standards;• establish categories and criteria with which to assess and evaluate students’ learning.

The achievement chart for eachsubject/discipline is a standard province-wide guide and is to be used by all teachers as a frameworkwithin which to assess and evaluate student achievement of the expectations in the particular subjector discipline.

The document is intended to ensure that policy is clear, consistent, and well aligned across panelsand across school boards and schools, and that every student in the system benefits from the samehigh-quality process for assessing, evaluating, and reporting achievement.

SharePoint Home site in TeamsThe new home site app brings the power of the SharePoint home site and an organization’s intranet directly into Teams to give employees a gateway to their organization’s intranet, with customizable naming, branding and multi-level navigation to teams, communities and resources. Coming later this year, the app name and icon match the brand for the users organization and can be pinned to the app bar in Teams, providing quick access to search and a personalized view of news and important sites.

Currently, private channels support connectors and tabs (except Stream, Planner, and Forms). We're working on full apps support for private channels, including messaging extensions and bots.

ion bar now spans the entire width of the screen. Previously, it was restricted to 1230 px.   Figure: 

synchronous learning will be provided for large and small groups of students each day, in a manner similar to in-person classroom teaching. Synchronous learning time may include students working independently and in small groups while engaged in a virtual classroom with the teacher overseeing their learning and available for questions.

For example, user enrollments will now be automatically synchronized between the two platforms.

Meetings Chat policy - with this change, the new policy will allow students to chat ONLY in the meeting and not before or after  – coming in early May

Will I get mid-term marks or final report ​cards? On March 31, 2020, the Ministry of Education sent the following information to school boards:  “A priority will be placed on students scheduled to graduate this year and any student on track to graduate will be supported to graduate.  Teachers of graduating students will be expected to provide marks for graduating students by April 23rd on work completed by that time, in order to meet admission requirements for post-secondary education.  Final report cards with marks will also be issued. Discussions are being held with colleges and universities about the adaptations required to support the admission process for students applying for post-secondary education, and further information will be provided. School boards should issue final report cards, including the Kindergarten Communication of Learning, for all students.  The requirement to issue mid-year report cards for non-graduating secondary students is suspended for this school year.”

For Grades 9 to 12, a final grade (percentage mark) is recorded for every course. The final grade willbe determined as follows:• Seventy per cent of the grade will be based on evaluation conducted throughout the course. Thisportion of the grade should reflect the student’s most consistent level of achievement throughoutthe course, although special consideration should be given to more recent evidence of achievement.• Thirty per cent of the grade will be based on a final evaluation administered at or towards theend of the course. This evaluation will be based on evidence from one or a combination of thefollowing: an examination, a performance, an essay, and/or another method of evaluation suitableto the course content. The final evaluation allows the student an opportunity to demonstratecomprehensive achievement of the overall expectations for the course.

Because locally developed courses are intendedto meet needs that are not met by coursesprovided in the curriculum policy documents,locally developed courses must not duplicatethe provincial curriculum. A small degree ofoverlap between locally developed andprovincial courses may be unavoidable, butlocally developed courses that contain a sig-nificant number of expectations that alreadyexist in a provincial course will not beapproved.

School boards are encouraged to use thestrands provided in the provincial curriculumpolicy document for the discipline, unlessthose strands are not appropriate for the con-tent of the course. If new strands are used,the strand titles should represent logical divi-sions of the course content.

Locally developed compulsory creditcourses must prepare students for further studyin courses from the curriculum policy documentsfor these disciplines.

Inorder to provide students with the opportunityto upgrade their knowledge and skills, a schoolboard may develop locally one course in English,one course in mathematics, and one course inscience that can be counted as meeting a com-pulsory credit requirement in that discipline.These courses may review and reinforce the ele-mentary curriculum expectations essential to thedevelopment of a stronger foundation in theknowledge and skills necessary for further studyin the disciplines at the secondary level. Uponsuccessful completion of a Grade 9 locally devel-oped compulsory credit course, some studentsmay proceed to a Grade 9 academic or appliedcourse. Others may proceed to a Grade l0locally developed optional credit course, whichwould provide a “stepping stone” from theGrade 9 locally developed compulsory creditcourse to the Grade 11 workplace preparationcourse in that discipline.

It is expected that teachers and early childhood educators will collaborate in observing, monitoring, and assessing the development of the children in Kindergarten and in communicating with families, and that the teacher will ensure that the appropriate Kindergarten Communication of Learning templates are fully and properly completed and processed.

It is worth noting, right from the start, that assessment is a human process,conducted by and with human beings, and subject inevitably to the frailties of human judgement. However crisp and objective we might try to make it, and however neatly quantifiable may be our “results”, assessment is closer to an art than a science. It is, after all, an exercise in human communication.(Sutton, p. 2)

How do teachers determine my child’s grades?Teachers look at assignments, tests, exams, demonstrations and projects for evidence that your child is learning the curriculum. This learning means more than just knowing the facts. Students must also show an understanding of what they are studying by communicating and applying what they have learned. They must also demonstrate critical thinking and problem-solving skills.All work is reviewed with special attention given to the quality of work at the end of a unit of study, term or semester. Teachers do not simply calculate averages. As well as looking at tests or assignments, they also talk to and observe your child in the classroom to gather as much information as possible before making a decision on the final grade.

Individual boards will work collaboratively with their school communities to determine the lowerlimitof the range of percentage marks below 50 per cent that teachers may record on the reportcards of students in Grades 9 to 12. It is important that a consistent approach is adopted among allthe schools of a board.

ReportCodes:CodePercentageMarkRangeSignificanceReportCardUses“R”Lessthan50Expectationsnotmet,focusonrevision,remediation,completion,or“re‐doing”Replacewhenexpectationsmet.Grades7and8only“I”NomarkNoopportunitytodemonstrateachievementofoverallexpectationsforevaluation.ReplacewhenexpectationsmetGrades7–10only4040to49Additionallearningrequired.Focusonrevision,remediation,completion,or“re‐doing”.CreditRescue,CreditRecovery,SummerSchool.Grades9–12300to39Significantadditionallearningrequired.Mayrequireadditionalsupports,interventionsorchangestoprogram.CreditRescueorCreditRecoveryinsomecircumstancesGrades9–1225NomarkNoopportunitytodemonstrateachievementofoverallexpectationsforevaluation.ReplacewhenexpectationsmetGrades11–12only0ZeroNoevidenceoflearningthroughobservationsconversationsorproductsGrades9–12*Explanationsofthesecodesareinthesectionsbelow.

In addition, the teacher will consider that some evidence carries greaterweight than other evidence; for example, some performance tasks are richer and reveal more aboutstudents’ skills and knowledge than others. Teachers will weigh all evidence of student achievementin light of these considerations and will use their professional judgement to determine the student’sreport card grade.

Assessment For Learning:

monitor their ownprogress towards achieving theirlearning goals (

For Grades 1 to 12, all curriculum expectations must be accounted for in instruction and assessment,but evaluation focuses on students’ achievement of the overall expectations. A student’s achievementof the overall expectations is evaluated on the basis of his or her achievement of related specificexpectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations.Teachers will use their professional judgement to determine which specific expectations should beused to evaluate achievement of the overall expectations, and which ones will be accounted for ininstruction and assessment but not necessarily evaluated

GRADES 1 TO 6

An additional challenge with the ATLC model was that it employed selection in the acceptance of students. Only students identified as learning disabled were considered; students receiving services but without this classification were not included. Also, in the opinion of one teacher, the ATLCs were only able to support students who “need the most help” due to the limitation of the size of the program.134At the same time, the program also excluded students with disabilities considered to be too severe, including those currently taught in a contained classroom.Candidates were also evaluated and admitted based on levels of parental support and of support from students’ home schools. Paradoxically, the ATLCs’ limitations on participation were somewhat non-inclusive even though the program was aiming to support classroom inclusion. As one teacher expressed it:

“When the whole class feels comfortable in using laptops and assistive technology on a daily basis then it is more likely that students who attended the Center, will feel comfortable in advocating for their use as well.”131They are “able to participate more fully in the day-to-day curriculum with confidence.”132Where this was not the case, andthe regular classroom teacher used little or no new technology, then as learning disabled students needing special devices, these students “stuck out like a sore thumb” and quickly abandoned the very tools and strategies that could help them.

One board did not invest enough in a coherent professional development plan and did not provide sufficient computer practice time for teachers. This led to frustration among teachers who were “not versed in technology, (were) frequently forgotten in training sessions (and felt they did) not have the expertise to help (students) with problems.”127

In this instance, the use of the assistive technology faded as initial enthusiasm waned and there was no support to revive or sustain it.

Special Education Resource Teachers (SERTs) played a central role in taking the lead on how to use assistive technologies in the classroom. Their value was reinforced by shared professional development strategies that included SERTs with regular classroom teachers.

Education for Allemphasized that assistive technology has the potential to support the learning needs of all students and that, through the use of universal design, teachers can ensure that every student has equal access to the curriculum. Assistive technology, it argued, has the ability to build on individual student strengths, increase student engagement and motivation, promote student independence, and raise student achievement. In addition, it argued, although assistive technology may be directed at supporting special education students, manyof its features “turn out to be advantageous for a broad range of individuals, not just those with special needs”

Assistive technologies have been used most successfully when they are placed in the service of the primary learning goals of the school system. Their greatest impact has been when they have been integrated into classroom teachers’ practice with all students rather than just providing a form of separate (and sometimes stigmatized) source of support for individual students with identified special needs.

Compared to imposed threshold targets on standardized tests, diagnostic assessments and growth or progress measures of student achievement tend to have a more positive impact on teaching and learning;

eading for All: A Research Report on the Development, Design, Implementation and Impact of Ontario’s “Essential for Some, Good for All” Initiative

work

If Donald Trump deploys the big bomb during upcoming NAFTA negotiations, and threatens to blow up the continental trade agreement, a unit within the office of Prime Minister Justin Trudeau will be assigned to try disarming it.

The goal of these changes is to prepare students to solve messy, complex problems – including problems we don’t yet know about – associated with living in a competitive, globally connected, and technologically intensive world