Engaging Students during Remote Learning
Students who will be staying home and participating in remote learning will receive a daily schedule/timetable that includes 300 minutes of learning opportunities, with a combination of synchronous and asynchronous learning activities.
Resources for Parents & Families
The following resources provide some guidelines for parents and students to help ensure safe and effective live online learning:
- Role of Parents in Virtual Learning (Elementary)
- Role of Parents in Virtual Learning (Secondary)
- Learning at Home – Live Online Learning Tips for Parents
- Learning at Home – Live Online Learning Tips Students
- Role of Parents in Virtual Learning (Elementary) – Arabic
- Role of Parents in Virtual Learning (Secondary) – Arabic
- Role of Parents in Virtual Learning (Elementary) – Simplified Chinese
- Role of Parents in Virtual Learning (Secondary) – Simplified Chinese
- Role of Parents in Virtual Learning (Elementary) – Spanish
- Role of Parents in Virtual Learning (Secondary) – Spanish
The programming provided through remote learning is based on the full Ontario curriculum, and include opportunities for guided instruction, large and small group learning, synchronous check-ins, and asynchronous independent work.
Teachers will be available to students during the assigned teaching timetables, as they would if they were in a classroom setting.
Minimum Requirements for Synchronous Learning
The table below outlines the minimum amount of time per day that students, depending on their grade level, must be provided with synchronous learning as part of their scheduled or timetabled learning.
|Division||Grade Level of Students||Daily Minimum Synchronous Learning Time Requirement*|
|Grades 1 to 3||225 minutes|
|Grades 4 to 8||225 minutes|
|Secondary||Grades 9 to 12||The higher of 60 minutes for each 75-minute class period** or 225 minutes per day for a full course schedule|
* This is in addition to asynchronous learning time.
** The synchronous learning time requirement for any period that is not 75 minutes should be adjusted to reflect this ratio.
- The synchronous learning time requirements outlined in the table above may be divided into shorter periods throughout the school day.
- 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.
- Additional group meetings may take place between educators and students as needed to address specific learning needs.
Supporting Students with Special Education Needs
- We will continue to provide accommodations, modified expectations, and alternative programming to students with special education needs, as detailed in their IEPs.
- Programming will reflect differentiated learning needs for all students with special needs to ensure access to effective learning.
- Students will continue to access SEA equipment/assistive technology and as always, our staff will be supported with SEA equipment training to enhance student access to learning.
- If it is not possible to meet a student’s needs through synchronous learning, we will work with families to find solutions.
Student attendance will be taken daily at the elementary level and per course at the secondary level.
- If a student is unable to participate in a synchronous learning session, the teacher must be notified.
- As per our in-school attendance protocols, the school will contact parents when a student is unexpectedly absent from remote learning.
Exemption from Synchronous Learning
Students may be exempted from the minimum requirements for synchronous learning stated above, on an individual basis. Requests for an exemption must be made in writing by parents/guardians or by students who are 18 years of age or older.
Where a student is exempted from synchronous learning, arrangements will be made for alternative learning approaches – for example, correspondence, print, or broadcast media instruction that is based on the individual student’s needs and circumstances.
Access to Technology and Wi-Fi
- We will be surveying families again to gather information about technology and broadband (Wi-Fi) needs for the 2020-2021 school year.
- Schools will distribute technology/access to broadband to families, as needed.
Cyber Security, Privacy, and Online Safety
- All educators and students will participate in an online training module on Digital Citizenship and Internet Safety.
- Schools will distribute to families the Remote Learning Student Code of Conduct.
- To simplify the online learning management system (LMS) sign-in process for students and families, all students will log in through D2L.
- A Staff Access Portal has been created that will act as a ‘virtual desktop’ to allow staff to connect remotely to programs.
- We are also developing a Student Access Portal that will allow students to have remote access to course-specific software.
Ongoing Remote Delivery Training and Professional Development for Educators
Training for educators on remote delivery of instruction has been ongoing since April, 2020.
We will continue to offer remote learning strategies and educator training related to:
- student and staff safety;
- student and parent comfort levels with technology, and the levels of support that may be required;
- effective use of digital tools;
- effective pedagogy and assessment;
- student and staff mental health and well-being;
- accessibility and differentiated instruction for all students, including students with special education needs.
Technical Support for HCDSB Remote Learners
Having tech issues? Contact our HCDSB Help Desk.
Phone: 905-632-6314, ext. 500