Dear TLDSB Parents/Guardians:
In recognizing that some families in Trillium Lakelands District School Board have opted for a remote Asynchronous Learning Model during the Covid-19 pandemic, we have staffed an educator team to deliver this model.
What does this mean?
Our asynchronous learning teachers will develop and deliver learning activities organized by grade level that can be completed independently. While parents/guardians can support their child with these activities, they have been designed to be completed independently. These learning experiences are connected to the Ontario curriculum and cover all subjects. Teachers will identify which completed tasks will need to be returned for assessment. This assessment of understanding will help guide future tasks.
Students with Special Education needs
For students with Special Education needs, parents/guardians are encouraged to review their child’s Individual Education Plan (IEP) when engaging with the learning experiences. Teachers will provide tasks based on accommodations and modifications as detailed in their IEP. If it is not possible to meet a student’s needs through this remote model, educators and families will work together to find solutions.
Assessment and evaluation
All assessment and evaluation of student learning and progress will include conversations, observations, and products. Products could include, but are not limited to Google Docs, Google Slides, surveys, emails, pictures of work, paper products, etc. Student assessments will be administered to students based on curriculum expectations, which will provide the foundation for report card marks and comments.
- Provide a daily schedule for learning, which includes movement and wellness breaks.
- Provide a variety of learning experiences: phone calls, emails, Google Meets, recorded video lessons, and tasks and assignments that align with the Ontario curriculum.
- Host a Google Classroom that will serve as a collaborative learning environment for all students.
- Assign various tasks that will be completed and returned for assessment and feedback.
- Engage students in additional opportunities to show their knowledge and growth through conversations and observations.
Parents, as our partners will:
- Support children with establishing a quiet and productive work space in the home.
- Assist their child with communication with the teacher.
- Endeavour to allow their child to complete their weekly school work independently, as outlined in their schedule.
- Ensure that completed work is returned to the teacher in a timely manner.
Option A – optimal – parents will coordinate with teachers via email and a Google Classroom. Students will complete work in Google Classroom, Google Docs, or on paper. This work will be shared digitally with teachers for feedback and assessment. Learning materials will be provided to students/parents electronically, with the option to print if desired. This option will allow students to optimize their learning, as feedback and next steps for improvement can be made quickly by the teacher.
Option B – if necessary – parents will pick up learning packages from their child’s homeschool on a weekly basis. This option allows for parents to pick up and drop off all learning materials at their child’s homeschool on a given date.
Program start date
Tuesday, October 13-16:
Teacher initial contact with families will take place during these days. The asynchronous delivery option will be determined, and introductory learning materials will be shared.
Monday, October 19:
Full implementation of the program begins.
Tanya Fraser and Leslie Wright
TLDSB [email protected] Elementary School