Well-being and safety are very important right now during school closures related to COVID-19. Resources are available to families to support maintaining well-being.
Feed All Four was developed in Trillium Lakelands District School Board out of an ongoing need to align teaching and learning with safe and accepting schools,
mental health, healthy active living, and student well-being. Research indicates that supporting the body, mind, spirit, and emotions of an individual increases a sense of well-being, connectedness and resilience, and improves student achievement.
TLDSB student services counsellors will be available to principals and vice principals to help with ways to support students.
Immediate support for students is available through Kids Help Phone, which provides 24/7 access to counselling and information. Students can call 1-800-668-6868 or text CONNECT to 686868.
Learn more about Feed All Four.
The TLDSB Code of Conduct and Appropriate Use of Digital Technology, Content and Services Procedures remain in effect during online learning and pertain to any activities related to TLDSB Learning@Home.
During the COVID-19 school closures TLDSB Learning@Home will focus on the Ontario curriculum and will take into consideration student and family well-being. TLDSB Learning@Home will reflect the needs of the learners, including Individual Education Plans (IEP), English Language Learning (ELL), and student context in the home.
All grades and courses may include learning that students may encounter in the home as part of the grade work. This includes low risk, age appropriate activities at home such as cooking, outdoor activities, personal fitness, and providing family or community support.
K – 3 learning will focus on mathematics and language curriculum.
Teachers will assign 5 hours of student work/week.
4 – 6 learning will focus on mathematics, language and elements of science and the social studies curriculum.
Teachers will assign 5 hours of student work/week.
7 – 8 learning will focus on math, language, science & technology, and history and geography curriculum.
Teachers will assign 10 hours of student work/week.
9 – 12 will engage in each of their courses and complete learning tasks that reflect the key components of the curriculum to the best of the delivery method. Some courses may need to adapt the practical application component to match accessible resources for students or increase the theoretical component. (ie Tech/Coop: sector research, including impact of COVID).
Teachers will assign an average of 3 hours per credit course per week.
Alternative programs, including K courses, will design individualized programs with emphasis first on practising skills already taught (e.g. maintaining skills and generalizing skills to home environment), then on new skills for growth that align with the IEP and incorporate parent/caregiver/student voice.
Teachers will select delivery methods that meet the needs of individual learners and the resources families have available. Teachers will be reaching out to families to determine the options available.
Options may include:
- Online environment (Google Classroom, Google Meet, Brightspace, etc)
- Printed and mailed/delivered materials
- Telephone contact and delivery
- Other means to meet family context (photos, text, etc)
Student and Family Learning@Home
Students and families need to collaborate with the classroom teacher to determine which method of learning delivery will meet the specific circumstance and situation. Maintaining contact with the teacher through your chosen method will be very important as tasks are completed throughout each day and week.
You can support your child by ensuring tasks given by teachers are completed and providing help where needed. Parents/guardians will be welcome to contact teachers with any questions and to share any additional learning experiences the student is having at home (e.g. cooking, yardwork, organizing, cleaning, supporting siblings, etc.) If possible, students will benefit from a quiet area of the home to participate in learning and to complete tasks assigned.
Our goal is to maintain supportive communities and healthy, respectful relationships in the digital or distanced learning environment. Teachers will be available to work with families using the best delivery for learning taking into consideration that each home has different needs and access to resources.
Teachers will work with their students and parents on the delivery of learning materials through weekly communication. Each teacher will offer up to 2 hours a week of open office hour support by phone or email for families.
Kindergarten students will continue to have the support of a DECE who will work with the Kindergarten teacher to deliver learning to students.
Secondary School Supports
Secondary school students will continue to have access to guidance and student success teachers. This means that 2020-2021 school year course selection and timetabling will continue and the progress of graduating students and students-at-risk will continue to be monitored. Students will be able to receive information about mental health and community supports as well as academic supports where needed.
Marks and Graduation
Teachers will provide feedback to students and families on the at home learning. Focus will be on key expectations for the grade of the student and the curriculum and will take into account student and family well-being.
With students, parents, and teachers working together, we are confident that elementary students will learn and be able to progress to the next grade. High school students will be able to earn all credits needed to stay on track for their graduation plan.
A plan for student access to devices is being developed and will be shared soon. Priority will be given to graduating students, students who have specialized equipment to help with their learning, and students who have previously been assigned an Edwin device. We will be working on a protocol for accessing digital equipment in consultation with the local health unit.
Plans for Dual Credit, OYAP, SWAC and Cooperative Education Credits
Students registered in cooperative education credits will work with their co-op teachers to modify their co-op Learning Plans.
- There will be no workplace placements during this time.
- Students should not be in the community for any required learning tasks.
- The requirement to tie co-op credits to the number of hours in the workplace has been removed.
- Students who are working part time will not be able to use these hours towards earning a coop credit
- Where possible, teachers will provide opportunities for students to connect virtually with industry partners on career exploration activities, and experiential learning opportunities
Due to the nature of OYAP, students may not be able to continue this program at the college level nor in the workplace. Any OYAP student unable to continue in the program will be able to complete those credits as Coop credits in order to be able to graduate. School staff will ensure a plan is in place for any graduating student.
Specialist High Skills Major (SHSM) Programs
SHSM graduating students in the SHSM program who are not able to complete their SHSM requirements due to the impacts from COVID-19, may still receive their red seal diploma.
School Within A College (SWAC)
SWAC will continue to be offered in a distanced education format in collaboration with the colleges. Teachers will ensure a plan is in place for any graduating student.
Students in dual credit courses will be supported to complete these credits in an online environment with the partner college. If a Dual Credit course is not able to continue, school staff will work collaboratively to ensure a plan is in place for any graduating student.
Students with Special Needs
The school board is developing a plan and guidelines for Educational Assistants as well as Speech and Language Pathologists, Communications Disorders Assistants and Psych Ed Consultants. More information will follow.
All students will receive a final report card
Teachers will issue final report cards with marks, learning skills and comments, including the Kindergarten Communication of Learning, for all students – elementary and secondary. Teachers will assign a mark in the best interest of the student that reflects the most accurate learning to date and the capacity of the student to meet curriculum expectations.
Marks for final report cards will rely on marks collected from September up to and including March 13 and will consider any additional student learning from April 6 moving forward.
Final report cards will include learning skills reflecting evidence gathered prior to March 13. Teachers will include comments on the final report card that will support the student’s progress.
Final Report Cards
Secondary students will be assigned learning tasks, projects and culminating activities that will be marked by their teachers. Teachers will communicate results of these marked assignments to students. Results will be used by teachers to inform students’ final course marks, relying on course material completed prior to March 13, and taking into consideration the context of the student.
Final Report cards will include reporting on Learning Skills and Work Habits reflecting information gathered prior to March 13th. Teachers will include comments on the final report card.
Midterm Marks for Graduating Students
Teachers of graduating students will provide marks for graduating students by April 27 on work completed by that time, in order to meet admission requirements for post-secondary education.
The requirement to issue mid-year report cards for all secondary students is suspended for this school year.
School staff will be prioritizing support for graduating students. This includes closely monitoring credits counts and ensuring all graduates have a plan to complete their credits according to plan.
The graduation requirement to complete 40 hours of community involvement is suspended for this school year. Graduates who have already completed community involvement hours will have these hours noted on their transcript.
Every TLDSB staff member is an important part of building and maintaining supportive communities and healthy, respectful relationships in the digital or distanced learning environment.
Educational assistants will be supporting families in the following ways:
- Helping with the preparation of learning materials for students
- Working with students with learning methods including Google Meet, email, telephone, etc.
- Supporting parents with TLDSB Learning@Home strategies through a variety of methods including tip sheets, step-by-step instructions, how to videos, etc.
Speech Language Pathologists, Communicative Disorder Assistants, Psychoeducational Consultants
Specialized roles such as speech language pathologists, communicative disorder assistants, and Psychoeducational consultants will all be available to assist schools where needed. These staff members are able to support staff learning, preparation, and delivery of materials and support for student programming.
Student Services Attendance Counsellors (SSAC)
School counselors play a vital role during this current school closure time. There is increased anxiety due to the COVID-19 situation. These staff members will maintain connections with the most vulnerable students by checking in on current circumstances, creating a support plan if needed, listening to students, celebrating strengths and successes, and reinforcing connections with others.
Every TLDSB staff member is an important part of building and maintaining supportive communities and healthy, respectful relationships in the digital or distanced learning environment. School secretarial and clerical support staff have been provided with a list of possible duties to support administrators and school staff while working at home. These staff members include:
- Head secretaries
- School office secretaries
- Guidance secretaries
- Attendance secretaries
- School computer operators
- Library technicians
As we work through online learning, we need to be mindful of access to and posting of materials as a part of TLDSB Learning@Home, including posting live readings and providing reading intervention and support to students in a distanced environment.
All educators should review their responsibilities regarding copyright. Information can be found at:
Prior to the use of any published materials, educators must consider:
● amount: have I used only a short excerpt as defined in Copyright Matters ?
● use: Is it solely for student and classroom use (google classroom, email, etc)?
● intent: Is the original a reproducible or a consumable?
● location: where will it be posted?
● timeline: when will this need to be taken down?
● credit: do I need to name the author and publisher?