• In DSB1, we are committed to physical distancing for as long as it takes to flatten the curve. This means that students need to learn from home. As a DSB1 team, we will work together to provide the best possible experience for students and families.

• Overall, the purpose of facilitating distance learning during a pandemic is to support students’ well-being and learning. DSB1 staff will strive to create a supportive learning environment that provides a sense of belonging for every student.

• For our elementary students, the main goal is to support their continued growth in literacy and numeracy through their interests, wonderings and exploration.

• For our secondary students, the main goal is to support them in demonstrating the overall expectations of their Semester 2 classes in order to achieve these credits.

• DSB1 staff are encouraged to maintain a professional attitude and growth mindset as we learn together.

• DSB1 staff are encouraged to be creative and innovative. We need to lead learning in a new and different way.

• We understand that every household is unique and educators will be flexible in how they support students and families.

• We are not expecting parents to homeschool their children.

• Educators are encouraged to focus on what works best for their students based on age, grade, strengths, needs, content and technology access.

• Flexibility for educators is built into the plan.

• Educators are encouraged to plan with “quality over quantity” in mind.

• In elementary, the planning will be shared by classroom and itinerant teachers in an equitable manner.

• The main method of delivery will be electronic and educators will ensure that all students are able to access the learning materials and plans.

• Educators will be available on a daily basis to support students and families.

• Educators are encouraged to collaborate with each other and to also encourage collaboration among their students.

• Educators are expected to read and adhere to the Ontario College of Teachers’ Professional Advisory titled Maintaining Professionalism: Use of Electronic Communication and Social Media

School Principals and Vice-Principals:

• Coordinate and oversee DSB1’s plan for continuity of learning within their school

• Engage in ongoing and consistent communication with school staff, families, students and Board administration

• Be the first point of contact for all staff questions, challenges or barriers

• Respond and support student and/or family concerns and challenges

• Stay informed about teachers’ long-range plans, weekly learning plans, and logs of student/parent contacts

• Support professional learning and training needs related to distance learning for staff members

• Observe, reflect and communicate with System Leads, Managers and Administrative Council

Classroom Teachers:

• Review curriculum expectations/long range plans and create a plan for student acquisition of the remaining, essential overall expectations

• Develop a weekly plan for students for the required subjects and time allotments for their divisions

• Share the weekly plan by Monday at 9 a.m. with students, families and school administrators

• Engage in a minimum of one contact with each student every week

• Maintain and document ongoing communication with students and families using a variety of methods that meets the needs of all students and families

• Respond to student and family questions and/or requests for support within 24 hours

• Enter attendance into Aspen as instructed

• Elementary teachers will use formative assessment approaches to gather evidence of how students are progressing in their learning. It is expected that teachers will provide feedback to their students on their progress.

• Secondary teachers will assign learning tasks, projects and culminating activities that will be marked for purposes of formative and summative evaluation. Teachers will communicate results of these marked assignments to students. Results will be used by teachers to inform students’ final course marks.

Itinerant Teachers:

• Plan learning activities for the subjects that they teach

• Consider co-planning and integrating subjects with homeroom teacher

• Share the learning activities with each homeroom teacher and the principal by Thursday for the following week’s plan

Designated Early Childhood Educators:

• Collaborate with teacher partner on lessons/activities for the week, including outdoor learning opportunities & provocations

• Assist with ongoing communication with students and families as coordinated with the teacher and principal

Guidance:

• Provide continued interventions, resources and supports through regular and ongoing communication

• Guide and support learning opportunities while considering students’ strengths, skills and interests

• Support students in their pathways through ongoing communication with students, families and school community

• Continue to provide students with support related to transitions, career readiness and post-secondary opportunities

• Continue with course selection and timetabling

Student Success Teachers:

• Provide continued interventions, resources and supports through ongoing communication using a variety of tools/platforms

• Monitor and track progress through regular and ongoing communication with students, teachers and administrators

• Guide and support learning opportunities through the lens of a caring adult

Mainstream Special Education and Resource Teachers:

• Provide support to classroom teachers regarding curriculum modifications and/or provision of accommodations as outlined in students’ Individual Education Plans

• Update expectations on Individual Education Plans as required, based on collaboration with classroom teachers

• Respond to classroom teacher requests for support within 24 hours

• Respond to student and family questions and/or requests for support within 24 hours, regarding provision of accommodations/technology use, transition inquiries and liaison with community partners

High Support Special Education and Resource Teachers:

• Review Individual Education Plans of all students

• Create a weekly schedule of learning for each student based on Individual Education Plan expectations in modified and/or alternative program areas that includes learning activities for each subject or alternative area

• Share the weekly plan by Monday at 9 a.m. with students, families and school administrators

• Use formative assessment approaches to gather evidence of how students are progressing in their learning and provide feedback to their students on their progress

• Engage in a minimum of one contact with each student/family per week, using a variety of methods that meets the needs of individual students/families

• Maintain and document ongoing communication with students/families

• Respond to student and family questions and/or requests for support within 24 hours

Educational Assistants:

• In collaboration with classroom teachers/SERTs, assist in developing learning activities for specific students or groups of students based on individual learning needs

• Share the learning activities with each homeroom teacher and the principal by Thursday for the following week’s plan

Coaches:

• Collaborate with and support administrators, educators and designated early childhood educators with planning

• Facilitate professional learning to support the individual and/or collective needs of educators

• Provide support with resources and assistance with various platforms and delivery

System Leads:

• Support principals and vice-principals in coordinating and overseeing DSB1’s plan for continuity of learning in each school

• Lead the Learning and Teaching Team in supporting educators with professional learning related to educator-led distance learning

1. Thinking about Pedagogy in an Unfolding Pandemic (March 15, 2020) https://issuu.com/educationinternational/docs/2020_research_covid-19_eng

2. Alberta’s Student Learning during COVID-19: https://www.alberta.ca/student-learning-during-covid-19.aspx#toc-0

3. Maine’s Continuity of Learning Resources: https://www.maine.gov/doe/continuityoflearning

4. Ontario College of Teachers’ Professional Advisory titled Maintaining Professionalism: Use of Electronic Communication and Social Media: https://www.oct.ca/resources/advisories/use-of-electronic-communication-and-social-media