PVNC Support Plan for Teaching and Learning During the  COVID-19 School Closure

Updated April 4, 2020

The Ontario Ministry of Education has made clear the expectation that every student will continue to learn while in-school classes are suspended and school buildings closed as a result of COVID-19. 

As of Monday, April 6, 2020, educators will be reconnected with their students and will once again be leading this learning. 

Our shared goal is to ensure the successful completion of the school year for all students: to support students to advance to the next grade, to earn the credits in which they are currently enrolled, and to graduate if they are on track to do so. 

Given the range of circumstances that students and their families are currently facing, however, this support plan for teaching and learning will require flexibility and a range of delivery options that are reasonable and practical. Teaching and learning in this new context will not look the same as the customary in-class experience. 

Related Links:

School Closure Update 

COVID-19 Mental Health Resources

Ministry of Education Online Learning Resources

At Peterborough Victoria Northumberland and Clarington (PVNC) Catholic District School Board, our primary platform for communicating with students going forward will be Google Classroom and the Google suite of learning tools. Google Classroom provides a robust safe learning environment where teachers and students can collaborate, much like they would in the classroom setting, and teachers will use a variety of communication tools to assign work, post learning resources, give feedback or assessment and stay connected with students. 

In the younger grades, teachers may use other educational platforms such as See Saw, as long as the appropriate parental consents have been signed and received.

We understand that some students do not have access to a device or reliable internet. We recently completed our Access to Technology Family Survey and are working with the data families have provided us to find a solution to each of these issues. It may take some time, but we will get to each and every situation. Parents are encouraged to reach out to their school principals or vice principals by phone (voicemail) or email if there are questions or concerns. 

The Ministry of Education has outlined the expectations of teachers and students during this time of distance learning (see below). The hours listed refer to the expected amount of time students would spend on the work assigned by teachers. We have many other educators and support staff who play a crucial role in day-to-day learning and we are currently developing plans to resume these roles in this time of closure. 

Teachers remain the primary point of contact for families to support the wellbeing of students, which is always a priority. If you have any concerns, your first point of contact is your child’s teacher. Teachers may refer particular needs to school principals. Parents may wish to contact the school principal or vice principal directly should they need further assistance.

The delivery of special education supports will be quite different during the period of school closure. Special Education Resource Teachers will communicate with parents about the PVNC Learn@Home plan for students with special needs and how their Individual Education Plans can work in this new learning environment. 

It is the overall expectation of the Ministry and the Board that every effort will be made to ensure and support the success of all students using all of the tools we have available to us. 

The focus is on providing every opportunity for students to demonstrate learning and accomplishment of the OVERALL EXPECTATIONS in the core areas outlined below.  Where there is an opportunity to enhance or advantage a student’s evaluation, it is to be implemented. It is imperative to ensure that no student is disadvantaged because of the school closure, and it is intended that no harm or obstacle be created or imposed on a student’s achievement.

Elementary Division

Kindergarten

Student Work

  • 5 hours of student work a week (Hours and amount of work may be reduced based on student’s learning needs)
  • Focus: literacy, math, religion

Student Work May Look Like

  • Play-based and early learning at-home activities and checklists provided by teachers to parents (based on 4 Frames of Kindergarten Program, 2016)

Teacher Contact May Look Like

  • Small amount of online time based on age-appropriate learning activities
  • See Saw with consent
  • Teacher-led Google Classroom, videos, phone calls, Google meet sessions,  docs, slides, and other teaching/learning activities

Grades 1-3

Student Work

  • 5 hours of student work a week (Hours and amount of work may be reduced based on student’s learning needs)
  • Focus: literacy, math, religion

Student Work May Look Like

  • Play-based and early learning at-home activities and checklists provided by teachers to parents 
  • Individual assignments, collaborative work, student research, rich tasks, deep learning, problem-based learning, reading and journaling, etc.

Teacher Contact May Look Like

  • Small amount of online time based on age-appropriate learning activities
  • See Saw with consent and Google Classroom
  • Teacher-led Google Classroom, videos, phone calls, Google meet sessions,  docs, slides, and other teaching/learning activities

Grades 4-6 

Student Work

  • 5 hours of student work per week (Hours and amount of work may be reduced based on student’s learning needs)
  • Focus: literacy and math + science and social studies, religion

Student Work May Look Like

  • Individual assignments, collaborative work, student research, rich tasks, deep learning, problem-based learning, reading and journaling, etc. 

Teacher Contact May Look Like

  • Teacher-led Google Classroom, videos, phone calls, Google meet sessions,  docs, slides, and other teaching/learning activities

Grades 7-8

Student Work

  • 10 hours of student work per week (Hours and amount of work may be reduced based on student’s learning needs)
  • Focus: core math, literacy, science and social studies, religion

Student Work May Look Like

  • Individual assignments, collaborative work, student research, rich tasks, deep learning, problem-based learning, reading, journaling, etc. 

Teacher Contact May Look Like

  • Teacher directed Google Classroom, Google Meet session, docs, slides and other teaching/learning  activities.

Assessment and Evaluation

  • For students in Kindergarten, the Kindergarten Communication of Learning will be completed as usual. Teachers may choose to include comments on growth in learning when it is to the child’s benefit.
  • For students in grades 1 – 8, the evaluations completed from September 2019 through to March 2020 will be reflected on the final report card. 
  • From April 6 to June 26, teachers will be assessing work and providing rich feedback that offers suggestions/next steps on how to improve their learning only. Teachers will use formative assessment approaches to gather evidence of how students are progressing in their learning. 
  • Final report cards will include marks and learning skills. Teachers will include comments if they feel that doing so would support the student’s progress.

Secondary Division

Grades 9 -11

Student Work

  • 3 hours of student work per course per week (Hours and amount of work may be reduced based on student’s learning needs)
  • Focus: Achieving credits, completion, graduation

Student Work May Look Like

  • Rich descriptive feedback for Individual assignments linked to curriculum expectations.

Teacher Contact May Look Like

  • Google classroom, Google meet, docs & slides  used as tools to provide teaching and learning opportunities.   
  • Student assignments, projects and culminating activities will be presented. 
  • Formative and summative assessment based on work assigned. 
  • Assessment and feedback provided in a timely manner.

Assessment and Evaluation

  • For semester 2 courses, there will be no mid-term report.
  • From April 6 through June 26, evaluations will proceed and the final grade will reflect work evaluated for the final mark. 
  • There will be no final exams but there will be a culminating activity in each course. 
  • Final report cards will include marks and learning skills. Teachers may include comments on the final report card.

Grade 12 Graduating Students 

Student Work

  • Focus: Achieving credits, completion, graduation
  • 3 hours of student work per course per week (Hours and amount of work may be reduced based on student’s learning needs)

Student Work May Look Like

  • Rich descriptive feedback for Individual assignments linked to curriculum outcomes

Teacher Contact May Look Like

  • Google classroom, google meet, docs & slides used as tools to provide teaching and learning opportunities.   
  • Student assignments, projects and culminating activities will be presented. 
  • Formative and summative assessment based on work assigned. 
  • Assessment, feedback, and evaluations provided in a timely manner.

Assessment and Evaluation

  • For graduating students, a mid-term mark is to be given and submitted to the principal. The mark will be primarily based on evaluation completed up to the March Break. These marks will be submitted to OUAC and OCAS between  April 23 & May 1. Mid-term report cards will not be issued.
  • From April 6 – June 26, formative and summative evaluation will continue at the professional discretion of the teacher with evaluations and marks being returned to students in a timely manner. Together, all of these evaluations will form the final grade. 
  • There will be no final examinations but there will be a culminating activity in each course. 
  • Final report cards will include marks and learning skills. Teachers may include comments on the final report card.
  • For graduating students this year, both the Literacy requirement and the Community Service requirement are suspended. Hours completed will be recorded.

 

 

Note: For further information or to have questions answered, please contact your child’s classroom teacher, school principal or vice principal  by email or by leaving a voicemail on the school’s phone.