Getting your child ready to engage in the PDSB Online Learning
In order to begin the learning experience for you and your child, a number of resources have been prepared to support you and your child with distance learning.
This handbook provides an overview of what you can expect as your child/teen engages in distance learning only from home. Please take the time to read the document in its entirety.
Please visit this resources website regularly as it will continue to be updated.
Returning to the formal learning environment for any student is an adjustment after the summer break. We ask that you use this orientation time to establish a schedule for your family and child so that they are better prepared to meet the expectations of a full daily timetable. Begin slowly and increase the number of minutes daily that your child is online, so that the transition is smooth. Ensure that you build in wellness breaks during the day and that each child takes time daily for physical activity.
There are many learning experiences that a student can have while not online. Please encourage those and others during this first week. Some ideas include:
- Keep a daily journal
- Wonder about something and then research it through books, talking to family members or friends or experimenting
- Read – everyone should read at least three things every day, a book or a chapter of a book, a poem and something they have written themselves
- Create some artwork
- Set a daily goal
- Interpretive play – drama, puppets
Synchronous learning: Learning that happens in real time. Synchronous learning involves using text, video, or voice communication in a way that enables educators and other members of the school- or board-based team to instruct and connect with students in real time. Synchronous learning supports the well-being and academic achievement of all students, including students with Special Education needs, by providing educators and students with an interactive and engaging way to learn. It helps teachers provide immediate feedback to students and enables students to interact with one another.
Asynchronous learning: Learning that is not delivered in real time. Asynchronous learning may involve students watching pre-recorded video lessons, completing assigned tasks, or contributing to online discussion boards.
Instruction will be delivered by Peel Board Educators, but not necessarily by staff assigned to a student’s home school or class. Each student will be assigned a class taught by a qualified Teacher, who they and their parents/caregivers can connect with directly.
Secondary students in the
PDSB Online Learning will take two courses in a quadmester, over approximately 10 weeks.
How many minutes will students be engaged in remote learning?
A school day, whether in-person or online, involves 300 minutes (or 5 hours) of learning. In the
PDSB Online Learning, as per Ministry direction, students will engage in the following number of minutes of synchronous (live) learning:
Kindergarten: 180 minutes
Grades 1 to 3: 225 minutes
Grades 4 to 8: 225 minutes
Grades 9 to 12: 60 minutes for each 74-minute class period or 225 minutes per day for a full course schedule (whichever is higher)
The remainder of the 300 minutes, students will engage in asynchronous learning, where they will work on follow-up activities or assignments provided during the live learning portion of their day.
Courses and timetables
Students will be provided with a timetable outlining the daily schedule of subjects/courses according to a five-hour instructional day with opportunities for frequent, live contact with a Teacher and expectations for synchronous learning. Attendance will be taken daily by the online Teacher, and students are expected to be present during online learning instruction.
Assessment, evaluation and reporting
All PDSB Online Learning students will receive a Report Card as they would if they attended school in person. They will be evaluated as per Curriculum requirements. This also applies to Progress Reports, the Kindergarten Communication of Learning Initial Observations, and the Kindergarten Communication of Learning.
Assessment practices will be fair, equitable and transparent by focusing on making sure students have multiple ways to demonstrate their learning. We are committed as we move to distance learning to provide learning experiences, use instructional strategies and assessment practices that are centred around students and their learning needs. Equity of access to devices
Special Education support
For students who engage in at-home learning through the board’s PDSB Online School
, Special Education programming will continue to be offered.
Individual Education Plans (IEPs)
PDSB Online Learning Educators will continue to provide accommodations, modified expectations, and alternative programming to students with Special Education needs, as detailed in IEPs. They will have access to student records and previous IEPs to facilitate the development of effective programming and an IEP for the current year. Students who require Educational Assistant (EA) support will receive it to help facilitate the programming outlined in the IEP.
PSSP (psychology, Speech and Language, Social Work) and itinerant support
This support will be available to online students.
Special Education classes (i.e. Developmentally Delayed, Autism Spectrum Disorder, etc.) If we have a viable number of students to form a specialized education program, we will do so, taught by a qualified Peel board teacher. Where possible, students will be placed in a common cohort for program delivery. Where this is not possible, we will continue to meet the student's needs through synchronous learning in their online classroom, reaching out to other Peel board support staff for additional guidance and support.
In-School Support services at the elementary level and GLE classes at the secondary level will be offered.
ISRC and IPRCs
In-School Review Committee (ISRC) and Identification and Placement Review Committee (IPRC) will be available to support the programming and well-being of students. For PDSB Online Learning students who are in special education classes, their placement from the IPRC process will be held for the child.
Equity of access to devices
We recognize that families may not have access to Wi-Fi or to devices that are necessary for distance learning. To help remove these barriers to learning, the Peel board has developed a plan to provide families who need it with these tools.
In April and May 2020, the Peel Board distributed over 25,000 devices to students for distance learning. Peel Board students who choose the
PDSB Online School may keep the Board-loaned devices to use for the 2020-21 school year, until they choose to return to school in person for the full delivery model. SEA technology has already been distributed to students who need it and they will continue to use it for the 2020-21 school year.
More devices will soon be available for
PDSB Online Learning students who need them. If you require a device, please speak with your teacher in the
PDSB Online Learning or your Principal at your home school.
When students return to school for the full delivery model, they will be required to return Board-loaned devices, unless informed otherwise.
All distributed technology used by students and staff is governed by Peel Board
Initially, the PDSB Online Learning will focus on curriculum-based program delivery and building a new sense of community. As we progress throughout the year, we may add in voluntary virtual clubs or activities.
View a list of the elementary PDSB Online Learning administrators based on your home community school OR select your home community elementary school below and use the email address corresponding with that school to contact us.
Principals: Bruce Parrack, Karen Hobbins, Terry Whitmell, Sandra Dussiaume, Yvonne Howard, Cathy Patterson
Vice-principals: Rita Betro, Janet Rogers, Sandra Ziemniak, Rada Petrovic-Lukich, Gayle Ackerman, Renu Kohli
Principal: Colin Jardine
Last updated: Nov. 10, 2020