A COMMUNITY OF CARE: Peel District School Board's Learning and Support Plan
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A COMMUNITY OF CARE: Peel District School Board’s Learning and Support Plan A Guide for Peel Board Families While schools remain closed to students to help limit the spread of COVID-19, it is important to us that student learning continues. We know this is top-of-mind for families, as is your child/teen’s safety and well-being. Since school closures were announced, students have had the opportunity to engage in independent, optional learning using the Ministry of Education’s Learn at Home portal, TVO/TFO, or the board’s online supplementary learning resources. However, as the closures continue, the Peel District School Board is moving towards re-engaging all students in learning, beginning April 6, 2020. This new way of learning from home will be led by Peel board educators and will cover the curriculum required for students to be successful in each grade level. To help with this important work, the Peel board has developed A Community of Care: The Peel District School Board’s Learning and Support Plan, in consultation with administrators, educators, and union and federation partners. This document is aligned with the Ministry of Education’s Learn at Home strategy, and outlines how Peel board educators will provide lessons to students remotely to help prepare them for the next step in their education journey. This plan will be updated as we explore this new method of learning. As we begin this journey together, please keep in mind that there are bound to be some bumps along the way as we all adjust to our new circumstances. In the same way, students and families will need time to get used to the new learning environment, so will our staff. We know they are committed to supporting every learner and will do so while keeping students and families informed. We ask for your understanding, support and partnership as we move forward with the best of intentions.
Last updated on April 17, 2020
Table of Contents
Distance Learning for K-12 Students 3
Learning continues during school closures 3
Planning for student success—at a distance 4
Teaching and learning methods 6
Breakdown by grade 6
Assessment, Reporting and Evaluation 7
Graduating (Grade 12) Students 10
Student online privacy 10
Alternatives to distance learning 10
Parent/guardian communication 11
Equity of Access to Technology and Wi-Fi 11
Access to devices 11
Wi-Fi access 12
Access to student logins 12
Supports for Students with Special Education Needs 12
Assessing student needs 12
IEPs, ISRCs, Case Conferences, IPRCs 13
SEA Equipment 13
Online supplementary resources for students with special education needs 13
Supports for English Language Learners 13
Continuing & Adult Education 13
Continuing and Adult Education Credit and Non-Credit 13
Alternative Programs - Learning to 18 14
Co-operative Education 14
SHSM & OYAP 14
Dual Credit 14
eLearning 14
Other Alternative Programs 14
Mental Health and Community Supports 15
Additional Learning Resources for Families 15
Learn at Home online portal 15
The Peel board’s online learning resources 15
2Last updated on April 17, 2020
Distance Learning for K-12 Students
Learning continues during school closures
While schools remain closed to help limit the spread of COVID-19, all students will engage in
distance learning, beginning April 6, 2020. As always, students will never be asked to engage in
learning that puts their safety or health at risk. We continue to follow government and public health
direction in this regard.
As you know, the Ministry of Education has directed school boards to offer distance teaching
and learning for all students. As such, there is an expectation that students will participate, with
the support of their teachers, to the best of their abilities. In some cases, students will not be
able to participate in an online environment, and in those cases teachers will reach out to
families directly or families can follow up with their child’s teacher and/or principal.
Distance learning aligns with the Peel board’s Empowering Modern Learners vision that each
learner is curious, competent and able to take an active role in their own learning. Unlike
traditional online learning, distance learning does not necessarily rely on the use of technology.
While initial instruction may be conducted online, students aren’t expected to be tied to a device
for their learning. Our goal is to encourage students to read, communicate and engage in
authentic learning experiences while continuing to be physically active and mentally well.
Distance learning is flexible and:
● can be done at any point in the day
● allows for student voice and choice
● does not always require online access
● can be done with minimal adult support
Distance learning may look different for each class, but in all cases, our focus will be to provide
authentic, deep learning for students. For example, to engage our community of learners, students
may be asked to:
● choose their own reading materials
● start a journal to document their experiences throughout this time of social isolation
● collaborate and problem-solve through activities like cooking and board games
● participate in scientific exploration through nature
● explore the arts to promote motor skill development, creativity and well-being
● build in brain breaks throughout the day to encourage physical activity, like a family dance
Planning for student success—at a distance
Your child’s teacher has been busy developing a plan for distance learning specifically for their
class(es). During the week of March 30, 2020, teachers connected with students/families by
phone or email to check in and to determine families’ technology needs.
3Last updated on April 17, 2020
Keeping what they learned in mind, teachers will determine the best method to conduct distance
learning with their class, while nurturing inclusive, safe, positive and accessible learning
environments. Our instruction will include learning opportunities that are flexible, engage student
voice and choice, and focus on assessment that drives learning forward, regardless of their
at-home learning environment. And, above all else, we will always keep students’ well-being top
of mind.
To prepare for the re-start of instruction on April 6, teachers will develop learning plans that:
● adhere to the number of weekly hours established by the Ministry of Education
● focus on Overarching Learning Goals (OLGs) and the remaining overall curriculum expectations
● engage students in two-way communication and responds to issues that may arise
● include opportunities for assessment for, of and as learning, including assessment tools
(rubrics, checklists, success criteria, etc.), as well as opportunities for students to reflect on
their learning, practice and get feedback
● identify how home/school communication will be maintained with families
● account for students requiring additional support, including English Language Learners and
those with Special Education identifications
Beginning April 6, distance learning will begin with initial learning activities, with careful
consideration of accommodations required for students. Here’s what you can expect:
4Last updated on April 17, 2020
Responsibilities during distance learning
Student responsibilities
During distance learning, students will be required to shift and create habits of success in their
new learning environment. Your child’s teacher will help with this, and will communicate clear
expectations for students. Students, in consultation with their parent(s)/guardian(s), and to the
greatest extent possible given their individual circumstances, should:
● Establish daily routines for engaging in learning experiences (e.g. start at 8:30 a.m. each day).
● If possible, identify a comfortable, quiet space in your home where you can work effectively and
successfully.
● Monitor the established lines of communication with your teacher(s), to check for
announcements and feedback.
● Do your best work by completing assignments with integrity and academic honesty.
● Do your best to meet timelines, commitments and due dates.
● Communicate proactively with your teacher(s) if you cannot meet deadlines or require additional
support.
● Comply with the Peel board’s Policies and Procedures including expectations for online etiquette
and digital citizenship.
Teacher responsibilities
Despite the ever-changing landscape in education due to COVID-19, the board remains
committed to enabling all students to reach their potential and to succeed. Teachers are central
to ensuring this occurs and to meeting this challenge. As stated by the Ministry:
Promoting the healthy development of all students, as well as enabling all students to reach
their full potential, is a priority for educators across Ontario. Students’ health and well-being
contribute to their ability to learn in all disciplines and that learning in turn contributes to their
overall well-being. Educators play an important role in promoting children and youth’s
well-being by creating, fostering, and sustaining a learning environment that is healthy, caring,
safe, inclusive, and accepting. A learning environment of this kind will support not only
students’ cognitive, emotional, social, and physical development but also their sense of self and
spirit, their mental health, their resilience, and their overall state of well-being. (The Ontario
Curriculum - Revised Social Studies Grades 1 to 6, History and Geography Grades 7 and 8,
p.3)
Parent/Guardian responsibilities
The transition to distance learning may not be simple or easy for everyone. In the coming
weeks, we know you will continue to love and provide incredible support to your child(ren), while
managing a number of stressors. We want you to know that we do not intend to place additional
burden on our families. We know that many parents are caring for elderly parents and young
children, and many are still working during the day. To be clear, there is no expectation that
students will need to be online during a specific hour(s) of the day--they can be engaged in
learning at any point in the day.
Also, learning activities will be assigned with careful consideration of grade-level, and
accommodations that may be required for students. We know parents want to be there to guide
5Last updated on April 17, 2020
their children through distance learning, but they should be able to complete their work with
minimal adult support. If you have concerns, please contact your child/teen’s teacher(s).
As we move forward with distance learning, we ask for your continued support as we navigate
uncharted waters and explore innovative ways to engage parents/guardians at home. As
always, as a key stakeholder in your child’s development, your engagement with your child can
play a crucial role during this time. To help families transition to at-home learning, we encourage
you to consider these guidelines at home.
Teaching and learning methods
As much as possible, teachers will engage students using tools that students are already
familiar with, such as Brightspace and Google Classroom or another tool students were using
before March Break. Most of these tools will be accessible through students’ BYOD accounts.
Families can view this video to learn how to access Brightspace from home, if this is the tool
your child/teen’s teacher will be using. Privacy settings have been adjusted so that teachers are
able to use audio/video conferencing tools on Brightspace-Teams and Google Meet, should they
choose to.
Breakdown by grade
Grade level Key focuses Timeframe for Method of instruction Assessment, Evaluation
learning* and Reporting
Kindergarten Literacy and Five hours of work Teachers will provide links
to Grade 3 math per student/week to materials or share Final marks will be entered in
materials directly using June 2020. Marks will reflect
Grade 4 to 6 Literacy, math, Five hours of work their chosen platform. work done from September to
science and per student/week
social studies Resources vary by class March 13. Assessments done
and lesson, but will from now until June can be
Grade 7 to 8 Math, literacy, Ten hours of work include links to videos, used to improve marks. Marks
science and per student/week graphic organizers, would only improve if students
social studies texts/reading material, and
demonstrate further
Peel-supported
databases. achievement of expectations.
Grade 9 to 12 Focus on Three hours of In cases where online Final marks will be entered in
achieving work per course learning is not possible, June, and will be based on work
credits and per week for arrangements will be done until March 13, and after
graduation semestered made to offer a different
students method of instruction, e.g. April 6. Summative and
audio-conference, printed culminating tasks can be used
1.5 hours of work packages. for these final marks. Work on
per course per summative and culminating
week for
tasks will be assessed with a
non-semestered
students focus on improving student
grades, given that distance
learning is not conducive to
learning for all.
6Last updated on April 17, 2020
Assessment, Reporting and Evaluation
We recognize that these are not normal times and that not all students are equitably
well-positioned to learn from home. Some have limited access to technology. Others may
have less support from family members because their parents/guardians are essential
workers, and others may be struggling in other areas. All of this to say that educators
understand the extremely difficult circumstances in which many of our families find
themselves, and will assess and evaluate student learning, with care and compassion.
Our goal is to support every learner, not to penalize them for the circumstances that they find
themselves in. At the same time, it is our expectation, and the Ministry of Education's
expectation, that learning will continue and that students will do their best to complete all
assigned work. We want students to be supported as they work towards their credits and
well-prepared for their next level of education. We will do everything we can to support all
learners to be successful.
As always, students and families should connect with teachers directly if they have questions
about assessment, evaluation and reporting, or any other class/course-related question. You
can also direct questions to your vice-principal or principal, but please start with your teachers.
How will students be assessed/evaluated?
With care and compassion, teachers will assess and evaluate student learning during the
closure period. Students' marks will reflect work completed up until March 13, 2020, and will
only improve if students demonstrate further achievement of curriculum expectations after April
6, 2020.
Elementary – Kindergarten to grade 8
Teachers will use assessments to gather evidence of how students are progressing in their
learning and will provide meaningful feedback to students to support their continuous and
ongoing learning.
Teachers will endeavour to conduct distance learning for all remaining strands in Mathematics,
Social Studies, History and Geography, and Science and Technology. However, if it is not
possible to evaluate a specific curriculum strand, that section of the Final Report Card will be left
without a mark and a comment will indicate that the strand was not evaluated.
Secondary – Grades 9 to 12
Secondary teachers will assign learning tasks, projects and culminating activities for
assessment purposes. Teachers will communicate results and feedback to students about these
marked assignments and results will inform students' final course marks.
7Last updated on April 17, 2020
Will mid-term report cards be issued to secondary students?
Mid-term report cards will not be issued for all secondary students, including graduating
students, as per ministry direction. Mid-term marks will only be provided to graduating
(grade 12) students and will be reported to the Ontario Universities' Application Centre (OUAC)
and the Ontario College Application Service (OCAS) by April 27, 2020. Teachers will email
mid-term marks directly to grade 12 students, and reach out by phone to those who may not yet
have access to technology.
Mid-term marks will reflect work completed up until March 13, 2020. However, assessments
completed under distance learning conditions can be used to improve marks should students
demonstrate further achievement of expectations. Teachers may provide opportunities for
students to submit a missed and/or additional assignment to demonstrate their learning.
Teachers can adjust the weighting of assigned tasks in their determination of a mark, if needed.
Will Final Report Cards be issued?
All school boards will issue final report cards, including the Kindergarten Communication of
Learning, for all students in June 2020. Mid-term marks will be issued for graduating (grade 12)
students only by April 27, 2020.
Kindergarten Communication of Learning
The Kindergarten Communication of Learning will be based on educators' observations of key
learning and growth in learning prior to March 13, 2020. Teachers may choose to include
comments on growth in learning demonstrated during the school closure period when it is to the
child's benefit.
Grades 1 to 8
Final grades and marks will reflect work completed and evaluation information gathered before
March 13, 2020. Evidence of learning between now and June may be used to improve final
grades in a subject area. Please note that marks will only improve if students demonstrate
further achievement of expectations.
Reporting on Learning Skills and Work Habits should reflect information gathered prior to March
13, 2020. Teachers may choose to include comments on the final report card if they feel that
doing so would support the student's progress.
Grades 9 to 12
Final marks will be reported in June 2020, and will be based on work completed until March 13,
2020, and after April 6, 2020. Only demonstrated improvements in learning will be taken into
consideration when assessing a final mark.
Marks should represent the most accurate reflection of student work, based on what is
reasonable and in the best interest of students during this time. Tasks will be assessed with a
8Last updated on April 17, 2020
focus on improving student grades, given that distance learning is not an environment that is
conducive to learning for all.
Our goal is to support every learner, not to penalize them for the circumstances that they find
themselves in. At the same time, it is our expectation, and the Ministry of Education's
expectation, that learning will continue and that students will do their best to complete all
assigned work. We want students to be supported as they work towards their credits and
well-prepared for their next level of education. We will do everything we can to support all
learners to be successful.
Reporting on Learning Skills and Work Habits should reflect information gathered prior to March
13, 2020. Teachers may choose to include comments on the final report card.
How will marks be provided for Civics and Citizenship and Career Studies half-credit
courses?
For students enrolled in Civics and Citizenship and Career Studies half-credit courses in the
second semester, their final mark for the half-credit course underway at the time of school
closures will be based on work completed as of March 13, 2020. Where appropriate, teachers
may adjust this mark in the best interest of students to be a more accurate reflection of their
learning. Students are not required to complete any further culminating assignment for this
course.
Teachers will email final marks for the completed half-credit course directly to students. They will
reach out by phone to students who may not yet have access to technology.
The other half-credit course will start between April 9 and 14, 2020. Teachers will communicate
the start date directly to students.
Will EQAO assessments, including the OSSLT/OSSLC, that are scheduled for this
school year be cancelled?
Yes. The Ministry of Education has announced that they will be cancelling EQAO assessments
for the remainder of this school year 2019-20. As such, the literacy graduation requirement
(OSSLT/OSSLC) for students who are graduating in the 2019-20 school year will be waived.
Students who are not graduating this school year will write the OSSLT in the upcoming 2020-21
school year.
Any grade 12 student who intended on writing the literacy test in order to graduate this year, is
no longer required to do so. However, any student currently enrolled in the Ontario Secondary
School Literacy Course is still required to complete the course to fulfill their graduation
requirements for this year. Teachers will contact students as part of the board’s distance
learning plan with next steps.
9Last updated on April 17, 2020
Graduating (Grade 12) Students
The Ministry of Education has made it clear that grade 12 students will not have their
graduation or progression impacted by the developments surrounding the COVID-19
pandemic. As such, one of our key priorities will be to support students who are scheduled to
graduate this year. Any student who is on track to graduate will be supported to graduate.
Teachers of graduating students will provide marks for graduating students by April 27, 2020, on
work completed by that time, in order to meet admission requirements for post-secondary
education. Final report cards with marks will also be issued. The ministry is currently in
discussions with colleges and universities about the adaptations required to support the
admission process for students applying for post-secondary education and to ensure no
student’s graduation or transition to post-secondary is jeopardized as a result of the school
closure period.
The graduation requirement to complete 40 hours of community involvement is suspended
for this school year. Community involvement hours that have been completed should be
reported on the report cards of graduating students. Graduating students should be encouraged
to complete their hours wherever possible, where the health and safety of the student can be
assured.
Student online privacy
Technology offers many opportunities to keep connected and we are here to help you navigate
risks and follow best practices. The Peel board’s Privacy and Cyber Security teams have
created a fact sheet to support students and their families in transitioning to studying at home.
Board policies and procedures, including those governing privacy and cyber security, continue
to apply.
Alternatives to distance learning
Our goal is to ensure that every student has access to learning during the closure, and we will
work diligently to ensure all learning needs are met. We have explored different ways to deliver
learning offline to ensure all students are successful, including those who have challenges
accessing the Internet or those who are unable to thrive in an online learning environment.
Currently, we are focusing on providing access to online learning for families. Once access to
technology is set up, we will work on the next phase to provide support for students who have
alternative learning needs.
We are also currently exploring how paper packages can be printed and safely distributed to
students and families who need them, while following public health agencies’ physical
distancing guidelines. Devices will also be distributed safely and a plan will be communicated to
those who are impacted when it is finalized.
10Last updated on April 17, 2020
Parent/guardian communication
We know that when parents are involved in their children’s education, student success improves.
It is important to us that we keep lines of communication open. Communication with students and
families will look different across the Peel board, and will vary by grade, classroom and tool used.
Educators and support staff may communicate with you through email, online learning platforms
(such as Brightspace and Google Classroom) and/or by phone.
Families are welcome to reach out to educators and school administrators by email. If you have
trouble reaching someone, please email communications@peelsb.com or call 905-890-1010
ext. 2809 and leave a message.
Centrally, we will continue to provide board updates to families regarding COVID-19 and its
impact on schools. Stay connected by:
● Visiting the Peel board website at www.peelschools.org/coronavirus. This should be your
primary source for all board updates on COVID-19 impacting Peel board students, staff and
families.
● Subscribing to your school's website—look for "Sign up for school news" on the home page.
● Following the Peel board on social media—follow @PeelSchools on Twitter and Instagram,
and/or like our page on Facebook.
Equity of Access to Technology and Wi-Fi
We recognize that a number of families and staff members do not have access to Wi-Fi or to
devices that are necessary for distance learning during school closures. To help remove these
barriers to teaching and learning, the Peel board has developed a plan to provide families and
staff who need it with these tools.
Access to devices
Working with school administrators, we have developed an inventory of available electronic
devices in all Peel board schools. Our distribution plan has been shared with administrators,
staff and families who are directly affected. Starting April 7, the Peel board's focus will be to
deliver technology to more than 2,000 secondary students, with graduating students as a
priority. Elementary schools will distribute devices to families beginning the week of April 13,
2020. We anticipate that this distribution process could take up to two or three weeks given the
volume of devices that need to be handed out. Students' Special Equipment Amount (SEA)
technology and non-technology equipment will be distributed to families the week of April 13.
Please note that it may take up to three weeks to configure devices for use outside of the Peel
board network and to distribute all devices to students/families who’ve indicated a need.
11Last updated on April 17, 2020
Wi-Fi access
We also understand that a number of students and staff members don’t have reliable or
affordable access to Wi-Fi. This should not prevent students from accessing distance learning.
Internet access will be provided to students who indicated they did not have access at home.
Internet sticks will be mailed directly to students' homes beginning this week. Other families who
do not have access to a device or the Internet will be provided with Internet-enabled devices in
the days ahead. Families will be notified when these are ready to be picked up.
We are also exploring ways to meet the learning needs of students who live in areas where
Internet connectivity is an issue. Again, students will not be penalized for this lack of access to
online learning. More information will be provided to those who are impacted.
The day(s) and times that devices will be delivered to families is a school-based decision and
these details will be communicated to families directly along with a protocol for how to pick up
devices safely. The distribution protocol is aligned with Peel Public Health direction and
guidelines related to physical distancing.
Access to student logins
Student logins will continue to work as they did before March Break. For students who have
forgotten their passwords, we are currently working on a plan that will allow teachers to be able
to change student passwords. If your child has forgotten their password, please connect with
their teacher.
Supports for Students with Special Education Needs
Assessing student needs
During distance learning, we are committed to continuing to provide all students—including
those with special education needs—the supports they need to succeed.
During the week of March 23, the board’s Special Education department conducted a needs
assessment for students with special education needs. Following that, school administrators,
Itinerant staff, special education resource teachers (SERTs) and professional student services
personnel (PSSP) staff checked in on some of our most vulnerable students with special
education needs to see if they required any additional resources or support. Based on
information from these calls, Special Education Support Services is now working to develop a
plan to identify technology needs for staff and students.
Videoconferencing is being reviewed centrally to enable those with Special Education
responsibilities to be able to connect with students and their families. More to come on this.
12Last updated on April 17, 2020
IEPs, ISRCs, Case Conferences, IPRCs
Teachers will honour Individualized Education Plans (IEPs). Lesson plans will continue to
account for students who require additional support, accommodations and modifications based
on their Special Education identifications. Information will be shared with schools the week of
April 6 regarding In School Review Committees (ISRCs), Case Conferences and Identification,
Placement and Review Committees (IPRCs), and details will be shared with families who need
the information.
SEA Equipment
We expect to distribute Special Equipment Amount (SEA) technology during the week of April
13. Details will be provided soon on how this will be done in a way that is safe and aligned with
public health direction. Please note, SEA Sensory and Mobility equipment will be distributed at a
later date. More information will be shared during the week of April 6.
Online supplementary resources for students with special education needs
Special Education Support Services has developed a webpage of optional, online
supplementary resources for families and students with special education needs, which can be
found on the board’s website. This webpage will continue to be updated with targeted resources
based on learner profile/exceptionality.
Special Education Support Services has also shared a variety of eResources for families of
students who access special education supports and services. Included are lists of community
services and supports available to families, alternative learning eResources, resources to
support families trying to maintain and/or create new daily routines, and scheduling tools.
You can learn more about special education programs and services on our website.
Supports for English Language Learners
When planning for an online learning environment, teachers can help English Language
Learners leverage their many assets and skills by considering the language (oral, reading,
speaking) and content demands in all curricular areas. Students in English as a Second
Language (ESL) and English Literacy Development programs will continue to be supported by
their teachers throughout the closure.
13Last updated on April 17, 2020
Continuing & Adult Education
Continuing and Adult Education Credit and Non-Credit
The following programs will re-start on April 6:
● Adult Day School
● ESL pre-credit
● International Languages
● Night School
● Teaching English to Speakers of Other Languages (TESOL)
● other federally and provincially funded government programs
Programming will primarily be delivered digitally with participation from students during online/live
office hours. Decisions around program delivery will be made on a case-by-case basis. Teachers
will be reaching out to individual students.
Alternative Programs - Learning to 18
Co-operative Education
For students who are enrolled in Co-operative (Co-op) Education courses that involve a
classroom component and a community placement component, the in-person community
placements will be suspended. Co-op teachers will look into replacing on-the-job components of
the course with work that can be completed online or through distance learning. Teachers will be
in touch with students directly.
SHSM & OYAP
Specialist High Skills Major (SHSM) and Ontario Youth Apprentice Program (OYAP) are
continuing and teachers will be in touch with students directly.
Dual Credit
We have been engaging our partners in post-secondary institutions. Dual Credit monitors will
continue to support program delivery from the colleges on a digital platform. Information about
Dual Credit will be sent directly to students engaged in this program.
eLearning
eLearning will begin for students on April 6.
14Last updated on April 17, 2020
Other Alternative Programs
The following programs will begin on April 6:
● Peel Alternative School (PAS)
● Fresh Start/Expulsion
● Section 23
Students in Supervised Alternative Learning (SAL) will continue to receive support from
educators and SAL Social Workers.
Mental Health and Community Supports
During these challenging times, it's normal to feel anxious and worried. Students may also be
feeling a range of emotions and be struggling with time away from school and friends, or a lack
of understanding about COVID-19 and the reasons for school closures. Staff and
parents/guardians may also be experiencing increased levels of stress and uncertainty at this
time. To assist, the board has:
● made available a variety of mental health and community support resources for staff,
families and students. On this webpage, you can find links to mental health agencies, crisis
lines, food banks, meal programs, financial assistance, and other community supports.
● revised the board’s Critical Incident Response Team process to provide remote support, as
needed, in times of crisis
● developed a revised protocol for suiciden prevention and intervention to provide remote
support, as needed
● developed a plan for Social Workers and Psycho-Educational Consultants to reach out by
phone to all students on their caseloads to check in, assess, reinforce strategies, offer support
and connect students and families with community agencies. Social Workers and
Psycho-Educational Consultants worked together to prioritize and reach out to students who are
most vulnerable. Plans for ongoing support, including video conferencing options, are in
development.
● created a new internal website to support staff well-being
Additional Learning Resources for Families
In addition to distance learning, families can continue to use other approved resources to
supplement their child’s learning at home.
Learn at Home online portal
The Ministry of Education launched the first phase of its Learn at Home online portal, which
includes supplementary resources elementary and secondary students can use to practice and learn
15Last updated on April 17, 2020
math and literacy skills at home. The ministry is also working with TVO and TFO to roll-out
education programming on their broadcast channels.
The Peel board’s online learning resources
The Peel District School Board has developed a working list of online supplemental learning
resources to support students and families who wish to engage in independent, self-directed
learning. The board’s Special Education department has also developed a webpage of online
resources for students with Special Education needs. These lists include links to external sites that
provide activities and tutorials that cater to various abilities, grade levels and learning styles. These
resources are intended to help mitigate learning loss during the COVID-19 shutdown, and are
optional.
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