Learn at Home Information

Dear Parents and Guardians,

As a Board, we are committed to the academic success of each and every student. COVID-19 continues to impact traditional educational methods worldwide, with many students having to learn remotely. Temporary Virtual School may be a Ministry option depending on the COVID-19 situation at the beginning of the upcoming school year. The reason this is considered temporary, is in the hope that all students will be able to return to face-to-face learning.

In preparation for the upcoming school year (2021-2022), we are awaiting Ministry directives on whether or not Virtual Schooling will be available. In the case that the Ministry directs Boards to move forward with a Virtual Learning choice, our Board would like to be prepared for potential enrolment numbers in the Virtual Model.

Below you will see details pertaining to both the Conventional (face-to-face) and Temporary Virtual learning platforms.

  • The deadline to register for Kindergarten to Grade 8 Temporary Virtual School is April 26th, 2021.
  • The deadline to register for High School Temporary Virtual School is June 1st, 2021.

To register for Temporary Virtual School, K-8 click here.

To register for Temporary Virtual School, High School click here.

** These registration forms are ONLY for students wanting to enter Temporary Virtual school for the 2021-2022 school year.

Please note: upon registering for Temporary Virtual Schooling, you are committing your child to remain in a virtual presence until January of 2022. A transfer from Virtual to Conventional learning is not guaranteed, and it can only happen if there is room for your child within the class. We understand if the COVID-19 situation worsens, we will become more flexible with families transferring to Virtual School.


Why do we need to Register for Virtual School
(Kindergarten - Grade 8) now?

We need to know Temporary Virtual School enrolment numbers, ensuring we staff schools appropriately. The Ministry has stated there will be no additional funding for Virtual School and we must plan accordingly.

We know this is a difficult decision, however if you find Virtual School is not the best learning environment for your child, you may request a transfer into Conventional (Face-to-Face) learning. Please note: a transfer is not guaranteed, and it can only happen if there is room for your child within the class.

What does this mean?

You as a parent/guardian will have the opportunity to choose what is best for your family. Conventional (Face-to-Face) and Remote learning options will be highlighted below, detailing what both models will look like.

Is Conventional (Face-to-Face) learning encouraged?

As a Board, we truly believe a traditional face-to-face classroom setting is best. Children thrive among their peers and need face-to-face interaction with their educators. With this being said, it is entirely up to you and your child’s comfort level. Our Board has worked diligently to implement safety protocols and routines that keep our schools, your children and our staff safe. Click here to learn more about our safety protocols within our schools.

Face-to-Face learning inside the classroom with adherence to all public health measures and precautions.

Synchronous learning from home with a dedicated teacher/educator team and other students (from various schools), learning in real-time.

French Immersion programming will only be available through Conventional Learning for Kindergarten students.

Virtual School Facts:

  • Class sizes are larger than a conventional classroom setting and sometimes require split classes (more than one grade level).
  • Parental Supervision is vital in the success of students within Virtual school. Especially younger learners (kindergarten to grade three).
  • 180-225 minutes will consist of synchronous learning, with the remainder provided through offline (asynchronous) learning

General Comments:

  • This model will be full-time learning from home through synchronous/asynchronous virtual learning.
  • This model will go into effect depending on the guidance provided by the Ministry of Education and the Government of Ontario.
  • This model will also apply to parents that are reluctant to send their child back to school and opt for their child(ren) to Learn at Home.

Scheduling K-8

  • Principals will ensure communication to all families, explaining that Educators will be reaching out to share the learning opportunities that are being set up and provided.
  • All teachers are expected to reach out to the families and students in their classroom.
  • In elementary, both classroom and itinerant teachers will be contributing to Google Classroom assignments.
  • Educators will maintain and document ongoing communication with students and families using a variety of methods that meets the needs of all students and families.
  • Educators will respond to student and family questions and/or requests for support within 24 hours during the school week and during regular school hours.
  • Attendance will be taken.

A schedule will be created by the classroom teacher to provide the following to parents and students:

Scheduled time of synchronous learning using Google Meet (see expectations below).

Scheduled time of online availability (minimum one hour in length).

Daily Schedule

  • Attendance will be taken daily.
  • 300 minutes of instruction (combination of synchronous and asynchronous).
  • Digital platforms utilizing Google Classroom and Google Meet.
  • Large group, small group and individual instruction will occur.
  • Instruction may be provided by more than one teacher, and the student may or may not be taught by a teacher from their home school.
  • All subject areas will be covered with a focus on overall curriculum expectations.
  • Assessment and evaluation of skills and knowledge in all subject areas.
  • Specific expectations in terms of synchronous learning, check-ins and small-group learning will be developed by division.
  • *Note: French Immersion Kindergarten will not be offered virtually.

Curriculum, Teaching and Learning

  • Educators are encouraged to plan with “quality over quantity” in mind with a focus on Deep Learning.
  • Educators have the authority to use their professional judgment to focus on the achievement of overall expectations in key areas of the curriculum, rather than try to cover all items in the curriculum guidelines.
  • Educators will assign learning tasks, projects and culminating activities that will be marked for purposes of formative and summative evaluation.
  • The results of these marked assignments and feedback will be provided to students electronically. Results will be used by teachers to inform students’ final marks.
  • Staff will include activities prepared by our mental health clinicians which acknowledge and recognize the fears and trauma that have potentially affected students and their families during the initial stage of isolation.
  • Behaviour Support Plans and Safety Plans will be updated to reflect current procedures and protocols.
  • Consideration will be given to submitting assignments electronically.
  • Additional procedures will be developed for music classes and other itinerant positions.
  • Instruction may be provided by more than one teacher, and the student may or may not be taught by a teacher from their home school.

Special Education & Mental Health

  • IEPs, including Transition Plans, will be updated to determine the most appropriate plan for individual students.
  • SEA equipment will be delivered to students at home.
  • SSPs will continue to support students individually on Google Meet.
  • Counselors will arrange for Google Meet sessions with students.
  • *Note: This year’s experience shows that special education system classes best meet students’ needs in an in-person environment. All Special Classes, including Transitions, Lifeskills and Pathways, will be offered in person only next year.

Printable Version

Students learn synchronously from home (virtually) with a teacher and other students learning in real-time (face-to-face from the classroom). Please Note: there may be some course limitations with this option. High School students must state whether they will be attending virtually or conventionally (face-to-face) by June 1st, 2021.

Virtual School Model Grades 9-12

  • Students learn synchronously from home (virtually) with a teacher and other students learning in real-time (face-to-face from the classroom).

General Comments:

  • This model would be full-time learning from home through synchronous/asynchronous virtual learning.
  • This model would go into effect depending on the guidance provided by the Ministry of Education and the Government of Ontario.
  • This model would also apply to parents that are reluctant to send their child back to school.
  • Students choosing virtual school will be linked with an in person class and will learn concurrently with an in person class.

Scheduling 9-12

  • Principals will ensure communication to all families.
  • Educators will maintain and document ongoing communication with students and families using a variety of methods that meets the needs of all students and families.
  • Attendance will be taken.
  • All classroom teachers must establish virtual classrooms (ie. Google Classroom, D2L- Desire to Learn or other approved platforms) at the beginning of each quadmester to prepare students in the use of virtual platforms in the event of an emergency transition to adaptive or remote learning.

September 7 - November 9- (Semester 1 / Quad 1)

  • Period 1- 8:40 a.m. - 11:10 a.m.
  • Lunch- 11:10 a.m. - 12:20 p.m.
  • Period 3- 12:20 p.m. - 2:50 p.m.

November 10 - January 28- (Semester 1 / Quad 2)

  • Period 2- 8:40 a.m. - 11:10 a.m.
  • Lunch- 11:10 a.m. - 12:20 p.m.
  • Period 4- 12:20 p.m. - 2:50 p.m.

February 2 - April 19 (Semester 2 / Quad 3)

  • Period 5- 8:40 a.m. - 11:10 a.m.
  • Lunch- 11:10 a.m. - 12:20 p.m.
  • Period 7- 12:20 p.m. - 2:50 p.m.

April 20 - June 27- (Semester 4 / Quad 4)

  • Period 6- 8:40 a.m. - 11:10 a.m.
  • Lunch- 11:10 a.m. - 12:20 p.m.
  • Period 8- 12:20 p.m. - 2:50 p.m.

Curriculum, Teaching and Learning

  • Educators are encouraged to plan with a focus on Deep Learning.
  • Educators will use their professional judgment to focus on the achievement of overall expectations of the curriculum rather than try to cover all specific expectations in the curriculum guidelines.
  • Educators will assign learning tasks, projects and culminating activities that will be marked for purposes of formative and summative evaluation.
  • The results of these marked assignments and feedback will be provided to students electronically. Results will be used by teachers to inform students of their final marks.
  • Behaviour Support Plans and Safety Plans will be updated to reflect current procedures and protocols.
  • Courses will have a final exam and/or culminating activity.

Printable Version

Kindergarten to Grade 8 Virtual School Registration High School Virtual Learning Registration
https://www.tbcschools.ca/about/covid-19/learn-home-information

© Thunder Bay Catholic District School Board 2021