Supporting Remote Learning and Well-Being in the TDSB

April 2020

Contents

Setting the Context ......................................................................................................................................................................... 3

Our Guiding Principles ................................................................................................................................................................... 4

Considerations .................................................................................................................................................................................. 5

Ministry of Education Learn from Home Phase 2 ................................................................................................................. 6

Principals and Vice Principals ....................................................................................................................................................... 7

Demonstrating Literacy and Mathematics Behaviours Through a Play and Inquiry-Based Lens ....................... 13

Sample Weekly Lesson by Grade ................................................................................................................................................ 17

Guiding Principles for DECE and OCT Working Relationships Home Learning Environment .............................. 19

Grade 4 to 8 Educators ................................................................................................................................................................... 21

Grade 9-12 Educators ..................................................................................................................................................................... 25

Support Staff ...................................................................................................................................................................................... 30

Continued Learning ........................................................................................................................................................................ 31

Other Suggested Resources ......................................................................................................................................................... 32

Mental Health and Well-Being Resources ................................................................................................................................ 34

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Setting the ContextThis document is designed to provide you guidelines and act as a support resource as you make adjustments and adaptations to support remote learning in your school community. During this time, we are doing everything we can to support staff.

As we live through an unprecedented time, where COVID-19 has changed the landscape and conditions in public education, teaching and learning will continue but in different and multiple ways. As educators, the way that we position learning will now have greater impact for the students in our care. We have to engage in deep considerations and intentionality with respect to what we do and how we do it.

In the TDSB, we are responsible for creating conditions for students, educators and their families to ensure that a high quality of learning continues to take place. Moving forward, we will need to consider e-Learning, online learning, distance learning, differentiated learning, on multiple platforms and through a continued stance of ensuring equitable opportunities and access for all.

With this in mind, we need to think carefully about the online and non-digital learning environments we create, the resources we share, how we teach and the way we provide opportunities for students to access the information. Guidelines and Principles for engaging in operationalizing your actions, considerations for learning environments, and questions for reflection will be paramount in making this happen for all learners.

We understand that educators and school staff know their communities well based on previously established relationships with many families. As we transition into a remote learning environment, we also know that there are many questions to be answered and much learning to do -- on all our parts. The following document outlines a way of thinking about learning and considerations for how we will move forward together for the students, families and staff that we are privileged to lead.

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Our Guiding Principles• Our commitments to human rights, equity, anti-racism and anti-oppression will be maintained. An

intentional focus on equitable context, content, differentiation, and equity of access to opportunities for all learners is expected.

• We will continue to serve as caring adults who support students’ well-being and mental health in a variety of ways.

• The regular instructional day will not be replicated at this time.

• We encourage staff to collaborate with colleagues in teams e.g., grade, division, subject teams.

• Planning for students should occur in short blocks.

• Plans will be based on the curriculum expectations.

• Educators will devote time to contact with students, families, colleagues and encourage consistency where possible.

• Educators should be spending time during the week of March 30 to engage in professional learning to build capacity for remote learning and engaging in professional learning.

• Strategies for supporting well-being will be integrated into learning online and non-digital formats.

• Learning will reflect accommodations and modifications required by students with special education needs, as well as our ESL learners.

• Learning must consider both digital and non-digital access.

• We continue to receive direction from the Ministry of Education and are waiting for guidelines around assessment and evaluation.

• We are currently setting up for success for the continuation of learning starting April 6.

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ConsiderationsAs we begin to work in this new way in the upcoming weeks, there are four key areas the work and learning must consider -- and act on -- as we support our students and school communities:

Equity as a Leadership Competency

During these difficult times, it is even more important to maintain our committed to equity, anti-racism, anti-oppression and human rights. As educators, we must remember our bias and privilege and not lose focus on those students who are most underserved. Let’s focus on creating accessible, relevant and respectful learning experiences for all students by addressing the different barriers that they may face in their daily lives which might be different than under normal circumstances. Our plans for focusing on student well-being and learning must place the identities and lived experiences of families and children at the centre. Those barriers will be revealed through the trusting and respectful relationships between families, educators and students.

Communication

• What structures are you and your staff building or adapting to use to communicate regularly with students? With each other? With your parent community?

• How have you organized structures for collaboration between and among teachers and support staff?

• What system do you have in place for opening lines of communication with families who don’t have email access?

• What learning do you need to facilitate effective communication? What learning do staff members need?

• What are the key messages you want to communicate with families and staff on an ongoing basis?

• What are the different methods of communication to reach all families?

Monitoring (Checking In on the Learning & Well-Being of Students)

• How are you checking in to ensure the well-being of your students and staff, especially those who are most underserved?

• How are you engaging with various non-classroom teachers (e.g., educational assistants, child and youth workers, social workers) to stay informed about students’ needs?

• How might you support collaboration among Kindergarten educator teams?

• How have you engaged staff by division and or department to ensure that students have access to engaging learning resources and activities beginning April 6th and beyond?

• How are you planning to “check in” on student learning?

• What method have you arranged for providing feedback to teachers about programming?

Technology and Learning Platforms

• What are the platforms/tools used by teachers at your school for learning and communicating with students?

• How are you differentiating the learning for those students and families for whom there are technological and/or connectivity challenges?

• How is learning being saved for reference later for families and students at a time that’s convenient?

• How are the needs of students who require non-digital forms of learning being met?

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Ministry of Education Learn from Home Phase 2On March 31, the Ministry of Education outlined Phase 2 of their Learn from Home plan and expectations for the education community:

• Reconnecting students with teachers and other school staff, including mental health workers;

• Re-establishing teacher-led learning by grade groupings as follows:

{ Kindergarten-Grade 3: five hours of work per student/week (focus on literacy and math)

{ Grades 4-6: five hours of work per student/week (focus on literacy, math, science and social studies)

{ Grades 7-8: 10 hours of work per student/week (focus on math, literacy, science and social studies)

{ Grades 9-12: three hours of work per course per week for semestered students; 1.5 hours of work per course per week for non-semestered students (focus on achieving credits/completion/graduation)

• Leveraging digital resources and identifying alternative forms of teacher-student connectivity, such as phone and mail;

• Developing a program of training for educators to support them in virtual learning delivery;

• Requiring final report cards for all students;

• Prioritizing and supporting students on track to graduate;

• Distributing laptops and/or devices from schools as needed, while observing public health direction;

• Maintaining a responsive posture for health care and community partner requests; and

• Establishing formal COVID-19 working groups with education sector unions to work together, share ideas and to find solutions in the support of students.

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Principals and Vice Principals

Planning Checklists and Considerations

Staff need to also consider the organization of their own work actions into immediate, short-term, long-term, and ongoing activities. The following list of actions are for the consideration and analysis of school administrators as you build structures and systems to support ongoing learning at your school.

As we re-envision public school, school administrators should consider the following questions from Schooling for equity during and beyond COVID-19 (Gaymes & San Vicente, 2020): 1. Who are ‘vulnerable students” in our care and how will our new model of schooling remove barriers and

create more educational opportunities for them?2. Who are the families that we have failed to engage thus far and how will we ensure that something new/

different happens in this context?3. How can we ensure that the social/emotional/academic supports we are providing are culturally relevant

and responsive?4. Who has the strongest relationship with our most vulnerable students and how can we position them to

support instead of defaulting to past structures (e.g. grade teams, established classes, etc.)?5. How can we acknowledge the strengths of students/staff and position them to be critical supports for

their peers?6. How can we ensure that our reliance on technology for learning and an online platform doesn’t widen

the divide between privileged and underserved students but rather closes gaps?

Getting Started (Immediate) Started Ongoing Met

Staff accessibility to technology / internet survey

Survey of which platforms teachers are interested in using

Survey of staff’s readiness and capacity for online learning

Identification of which teachers already have a Google Classroom or Bright Space Classroom runningIdentification of staff who have a proficiency in online learning and could serve as a mentor/ coach to other staff

Set up a schedule for regular check-ins with your staff

Outreach to School Council Co-Chairs or Executive

Communicate with the School Community (e.g., YouTube Video, Newsletter, School Connects) Develop a communication plan with staff regarding frequency and consistency of communication with families and studentsIdentification of students who will need non-digital supports to continue their learning

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Next Steps (Short-term) Started Ongoing Met

Each teacher should set up “practice runs” for the remote learning environments they are using with their studentsReview with staff, students and families TDSB Online Code-of ConductProcess identified and communicated to staff on where, with whom, and how they can get support to transition to Distance LearningInclude Well-Being component in communication with families to recognize that additional stresses facing caregiversConnect with Social Work to develop support for students currently receiving supportCommunication with staff regarding TDSB approved/vetted appsEstablish boundaries and guidelines for video conferencing, online community using the TDSB guidelinesEnsuring each teacher has contacted their students at least once before April 6thCommunication with staff regarding Copyright and Fair Dealings Guideline RequirementsCommunication with staff regarding implications and considerations with use of “free” resources (equity lens, age appropriate, Privacy Policies and Procedures, Copyright and Fair Dealings Guideline Requirements, TDSB Code of Online ConductEnsuring each teacher has created a list of core learning resources and activities to use with their studentsIdentify teacher leaders to support colleagues with planning and instructionProvide staff with contact information on central teacher supports: Digital Lead Learner, K-12 Learning Coach, Early Reading Coach and/or Student Success Teacher CounsellorRemind staff that the Virtual Library has a wealth of resources that are available for staff to utilize and share this short information video with staffRemind staff to integrate discussion and learning about mental health and well-being into their contact with students. Resources may be found at https://www.tdsb.on.ca/Elementary-School/Supporting-You/Mental-Health-Well-being/Resources-During-Covid-19Remember to connect with and include all staff in relevant communication e.g., Child and Youth Counsellors, Office Clerical, DECEs, EAS, SNAs, etc..

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Next Steps (Short-term) Started Ongoing Met

Tracking of non-digital supports for students (phone calls? Mailing packages? etc.)Review your list of students with special education needs (Special Program Verification Report (SPVR): a report run through Report Generator)Ensure that you and your staff are aware of students who require accommodations and those with modifications as per IEPEnsure that teachers are considering students’ IEP when planning resources, activities and lessonsEnsure that there is a plan for students on an IEP that may include opportunities for check-ins with teachers and other support staff that would have been supporting them regularly had they been in school (e.g., Ministry ISSA SIPs, program CYWs)Establish a support plan for students with special education needs that is mindful of accessibility and access to learning resources. Here is a link to the TDSB Assistive Technology Resources: (e.g., Read and Write Gold)Determine how classroom teachers and prep coverage teachers (elementary) can support online learning that include the specific instructional strategies noted on IEPs for some studentsEstablish a plan for communicating weekly with your school community to provide updates on learning and strategies for well-being with familiesEstablish a monthly process for connecting with the School Council/Co-ChairsReview your student lists to determine which students currently receive support from an ESL/ELD teacher, ESL teacher. or LEAP teacher in your school or from an ESL/ELD elementary Itinerant assigned to your schoolRemind teachers that the phone interpretation service Remote Interpretations Ontario is available to support communication with families

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Elementary Started Ongoing MetEstablish contact with your ESL Itinerant and include them in communication/ messaging that is sent to all your staffRemind ESL staff to continue using TRELLIS Remind ESL Staff and Classroom teachers to establish a plan of support for ESL/ELL learners based on their STEP level and needs. Remind staff to check the TDSB ESL website for resourcesRemind staff to access resources found on the additional resources site from TDSB. Several resources listed here have features to support ESL/ELL learnersShare over the phone interpretation service Remote Interpretations Ontario information with teachers to support communication with families

Secondary Started Ongoing MetRemind ESL teachers and other subject teachers who teach English language learners (ESL and LEAP) to establish a plan of support for ESL/ELD learners based on their current level of English proficiency and needs. Remind staff to check the TDSB ESL website for resourcesEnsure teachers are creating learning tasks, projects and culminating activities that can be used for both formative and summative purposes

Moving Forward (Longer Term) Started Ongoing MetConsult the Principal’s Monthly Checklist for information regarding Monthly considerations including the most up to date TDSB Policies and ProceduresPlan for year-end activities to draw closure to the yearConsider assessment and reporting, and await further infor-mation on year-end report cards.

Ongoing Started Ongoing MetEnsure that all staff are aware of their Duty to Report for all students, especially our vulnerable studentsBuild and refine structures that support relational trust, com-munication, and professional accountabilityEnsure that contact is being made regularly with all students to monitor engagement and well-beingEnsure that School Council is kept up-to-date on communica-tions from the PrincipalRespond to parent, student and staff concerns Continue to promote the use of Preventing, Identifying and Addressing Incidents of Discrimination

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Resources

Professional Learning• Preparing For Remote Learning: Resource Support and Professional Learning Opportunities

Principal Leadership Resources • Ontario Leadership Framework• TDSB Equity Leadership Competencies• Inclusive Design-English• Inclusive Design-French

Global Competency Resources• Edugains Framework of Global Competencies • TDSB Global Competencies Website

Instruction and Assessment Resources• Growing Success Resources• Learning for All

Curriculum Resources• Emerging K-12 Educational Responses to Widespread School Closures• Ontario Curriculum Elementary• Ontario Curriculum Secondary• FSL Google Site• TDSB ESL website

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Kindergarten to Grade 3 EducatorsOverall Expectations: Kindergarten- Grade 3

Visit the Early Years Website for connections to the curriculum

Visit the TDSB Remote Learning website for additional resources.

We want to hear about TDSB K-3 Educators learn-from-home ideas. Please share them at #TDSBEY on Twitter.

Planning Checklists and Considerations

Staff need to also consider the organization of their own work actions into immediate, short-term, long-term, and ongoing activities. The following list of actions are for the consideration and analysis of school administrators as you build structures and systems to support ongoing learning at your school.

As we re-envision public school, classroom educators should consider the following questions from Schooling for equity during and beyond COVID-19 (Gaymes & San Vicente, 2020):

1. How will I create a sense of belonging and ‘human connection’ for each child in a time of physical distancing?

2. How will I build trust and strengthen relationships with families, particularly those who I have struggled to engage thus far or with whom I don’t share a common language?

3. How can I use this crisis to support students to become better problem solvers, to explore issues of power, and think critically about the world we live in?

4. How can I ensure that the work provided does not contribute to additional stress in the home or parent responsibilities?

5. Given the limitations of e-learning, and leading learning from home where I may have other immediate responsibilities, how will I plan my time so that students who need the most care, connection, scaffolding and feedback receive it?

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Demonstrating Literacy and Mathematics Behaviours Through a Play and Inquiry-Based Lens

Engaging Students Virtually in the Early Years

Communication with Families: Early Years Educators know that learning from home without the critical educator team in the room with the children will require instructions for both the child and the parent/caregiver to help facilitate the learning. The educator team should be mindful of the expectations they are putting on families during this unique home learning situation.

Play-and Inquiry-based Learning: The Ontario Kindergarten Curriculum and Grades 1 to 8 Curriculum documents have a strong focus on play-and inquiry-based learning. Educators should check in with families about what types of materials they have in their homes to assist with their planning. Homes have a plethora of loose-parts that children can explore and investigate. These home explorations can link to oral language reading, writing and mathematics learning while you seek to respond to, challenge and extend children’s learning.

Considerations for Program Planning in a Remote Setting

Continuous Inquiry at Home: Inquiry investigation capitalizing on independent home inquiries based on the student wonderings, questions, interests and/or educator’s provocation (e.g., a picture, a thought provoking question, artifact, etc.). In fostering inquiry based learning at home it is important that educators consider employing a variety of strategies that allow for authentic questioning and learning to occur.

Consider:• Being open to children’s question• Asking open ended and thought provoking questions• Noticing and Naming the learning • Honouring children’s interests• Establishing a culture that supports wondering• Using the power of “co” (co-create, collaborate and co-negotiate)• Be responsive, adaptive and flexible• Use authentic, culturally responsive materials that provoke thought

Educators can respond and support learners through the use of question prompts such as:• Tell me about…• I wonder why…?• Tell me more about….• Why do you think that?• What did you notice?• What is different/the same? Why?• How do you know?• How can you find out?• What do you think will happen?

Source: THINQ Resource: Inquiry based learning in the classroom

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There are many methods, techniques, tools and strategies that can be used to support inquiry at home. Here are ways you might provoke inquiry at home. Possible inquiry ideas that go across Kindergarten - Grade 3 curriculum:

• Exploration of Sound, Cooking/Traditions• Media Literacy• Recyclables Materials• Growth and Changes over Time (e.g., seeds)• Make up a Game at home• Roles and Responsibilities of Families, Stewardships, Heroes, Community Helpers • Encourage families to take a walk anywhere - encourage learners to share their wonderings• See Think Wonder - share a photo, picture, artifact, video clip or a natural object and encourage learners

to share what they see, think and wonder• Establish a Wonder Window or Observation Spot at home where children can visit the spot on a regularly

basis and document or share their wonderings and observations.

Below you will find a variety of suggestions and ideas to build on children’s natural curiosity, while main-taining some regular classroom structures that promote student voice and the learning of mathematics and literacy behaviours to help you get started.

Send a Morning Message/Well-Being Prompt/Problem of the WeekEducators can:• Write a morning message/problem of the week for the class. • Send the morning message/problem of the week by text, email, phone or post in a virtual setting of

choice• Provide a review of the concept the students need to be successful (e.g., math strategies or writing strat-

egies)• Incorporate a focus on student well-being such as talking daily about one or two emotions to describe

the range of feelings children may be experiencing e.g., confusion, curious, frustrated, calm and making connections to personal experiences

• Encourage students to re-read familiar books • Demonstrate the value in speaking, reading and writing in the languages spoken in the home

Students can:• Read the message/problem independently or to a stuffed toy or family member• Engage in play and inquiry that stem from their personal interests and those that are curriculum related.• Write, diagram, describe, record their thinking and questions based on their play and inquiry in the

home. • Look for the high frequency words, word endings, initial/ending sounds, rhyming words, clap the syl-

lables, count the syllables, name the features of text, and other important literacy behaviours and con-cepts students are learning

• Use pictures, numbers, words and or math tools to solve the problem• Share a poem and students can read the poem in a monster voice, quiet voice or loud voice• Find mistakes in the morning message and correct them• Write a message to the class or create a problem of the week for the class. Students can also be encour-

aged to create their own problem of the week for their family members to solve and to share back with the educators

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Assign a Special Helper of the dayEducators can: • Assign a special helper of the day (give each child a date) who is expected to do 2-5 helpful acts • Model by sending a sample of things the educator did to be helpful• Record a message to students giving them clues. • Share photos of other helpful acts that others have sent in

Students can:• Find 2-5 ways they can help around the house (e.g.,help make a meal, set the table, sort the laundry, read

to a younger sibling, etc.)• Share pictures virtually, by email or text of what they did to help, write down what they did to help and

share it with the educator, discuss good deeds during weekly check ins. For those with inconsistent ac-cess to technology or internet, they could share during a regular phone check in with the educator

Model a Writer’s Workshop/Mini lesson on a Math ConceptEducators can:

• Record themselves doing a mini lesson on Writer’s Workshop. • Send/post a video clip, or narration of a mini lesson virtually, by phone, email or text• Provide descriptive feedback for next steps by email, text or phone• Provide caregivers with one or two suggestions of activities that could support students’ learning in the

home recognizing not all families will be able to complete them

Students can:• Complete a writing piece focusing on the teaching point shared by the educator• Send a photo of their writing by text, phone or email• Provide descriptive feedback for next steps by email, text or phone • Play counting games with materials found at home• Use math apps to continue their learning • Create problems for others to solve

Model a Shared Reading LessonEducators can: • Select and share a grade appropriate poem or text ( Digital poetry books )• Record a reading of the text for the student (email, phone, virtual setting)• Choose 1-2 teaching points to highlight• Send 3-5 tasks for the students to do with the text at home independently or with the guidance of a

caregiver

Students can: • Read it with different voices(e.g., squeaky, monster, robot, etc.), highlight rhyming words, find synonyms,

different parts of speech (depending on grade level), create actions for each line• Send a recording to the teacher with the student reading the poem or read the poem to the educator

when they do their check in

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Schedule Read AloudEducators can:• Record a read aloud or set an online weekly storytime• Provide prompts to the family to discuss with their child• Discuss the story when they connect with the child by phone, email or virtually• How can students make connections to the story that support play and inquiry

Students can:• Listen to the weekly story • Read for 15-20 mins daily (depending on the grade) by selecting a book from home, Epic books, Pebble

Go, etc. (see links in resources)• Write responses and/or feelings in relationship to the story• Keep a writing journal with descriptions, procedures, recounts, narratives, ideas etc.

Sample Scavenger Hunts

Use Choice Boards As educators, we are looking for pedagogy that will support our learners in ways that promote independent, engaging learning at home and value that children of all ages learn through play and inquiry. Choice boards are a simple-to-use, easy-to-create structure that will promote curriculum focused learning while still ensur-ing that students have choice and voice.

Blank Template Choice Board Schedule K to Grade 3 Kindergarten Activity Board

Educators can:• Create choice boards for students at the appropriate grade level• Set parameters for how many learning experiences students need to participate in daily/weekly• Provide direction on how students should share their learning

Students can:• Select and complete learning experiences that appeal to them• Reflect on and share their learning and discuss connections and new learning with their families and

educators

Documenting the Learning (Growing Success - The Kindergarten Addendum & Growing Success)

Educators can:• create a electronic folder with each student’s name• Gather evidence of learning that has been posted in a virtual setting or sent via email/text or phone• Make observational notes of the learning through weekly conversations on text, email, phone• Provide written or verbal feedback on student learning with suggestions for next steps

Students can: • Choose one learning experience weekly to reflect upon• Share with the educator why they chose the particular learning experience

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Sample Weekly Lesson by GradeThe examples below provide remote learning experiences that connect families and educators in the learn-ing process for their students and childrens. These serve as generic examples of possible entry points in establishing new learning relationships with students and families online. Educators must use their profes-sional judgment and knowledge about their students, families and learning conditions to make the learning personalized, precise and intentional.

Sample Schedules: Kindergarten Grade 1 Grade 2 Grade 3

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Additional Supportive Links and Resources

Professional Learning• Preparing For Remote Learning: Resource Support and Professional Learning Opportunities

LITERACY TDSB Early Years - Literacy

Oral Language Sample Week Plan

Digital poetry books

Sight word books

Books for developing readers

EPIC , Bookflix ,or PebbleGo

Culturally Relevant & Responsive Texts

Books on YouTube

French curriculum

French Immersion website for educators

French as a Second Language website for educators

Oral Language - Kindergarten Gr. ½

Media Literacy Resources

TDSB Virtual Library - Read Watch Learn

Copyright Information

MATHEMATICS

TDSB Early Years - Mathematics

Numeracy Behaviours and Number Sense and Nu-meration, Kindergarten-Grade 3

Pearson’s Mathology texts and Mathies

http://mathstorytime.ca/fr and MiniTFO (French Immersion)

ADDITIONAL RESOURCES

Equity Considerations

Equity Resources Tool Kit

Virtual Learning through Play

Learning Through Game Play

TDSB Resources for Indigenous Education

Integrating Aboriginal Teaching and Values into the Classroom

VIRTUAL RESOURCES: Sign up for courses on Key to Learn

TDSB Remote Learning

Google for Educators

TDSB DLL Link

TDSB Digital Learning Tools

Brightspace Portfolio Starter Guide for Educators

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Guiding Principles for DECE and OCT Working Relationships Home Learning Environment

In the TDSB we have different kindergarten configurations where partnerships are required between Designated Early Childhood Educators and OCT certified teachers. These include:

• One DECE and one OCT

• Two DECEs (one in the am and one in the PM, both also supporting the Extended Day Program) and one OCT

• There are also a few occasions where 2 OCTs each share a half time kindergarten teaching position along with one or 2 DECEs

In our typical school learning environment, “Teachers and Early Childhood Educators work in partnership to plan and implement the program and to maintain a healthy physical, emotional, and social learning environment. They collaborate in observing, monitoring, and assessing the progress and development of the children in Kindergarten and in communicating with families.” http://www.edu.gov.on.ca/eng/policyfunding/leadership/pdfs/issue16.pdf

The guiding principles in this document have been created by TDSB kindergarten and EDP DECEs and OCTs.

Guiding Principles

• The educator team has a shared responsibility for children’s well-being

• The working relationship between DECEs and OCTs is in support of the children’s learning and well-being

• The individuals on the educator-team each have strengths in which to support the children’s learning and well-being

• The educator team will need to clarify and communicate expectations of each other’s roles

• The educator team will work in collaboration to set norms for their communication with each other during our current learning situation/environment (being mindful of the type of technology the team members might have access to)

• The educator team will communicate regularly for planning

{ have daily scheduled times for debriefing and reflection after meeting with students (in different formats - email, phone call, Google Keep, etc.)

{ Be flexible in our current environment knowing that people are working from home, supporting families, etc.

{ During our current learning situation the educator team will use their strengths and knowledge of the Ontario Kindergarten Curriculum and it’s play-based pedagogy to plan appropriate home learning experiences for children

{ The educator team is not expected to plan a program that replicates a regular school day (5 hours of work per student/ week with a focus on literacy and mathematics through play)

{ The educator team should be mindful of the expectations we are putting on families during this unique home learning situation

{ Planning should include ideas for online and off-line experiences for children

{ Be mindful of what type of online learning is appropriate for 4 and 5 year olds and be cognizant of the amount of time we are expecting children to be online

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{ The educator team should gather information about the home environment and the materials children have available to them to inform their planning

{ The educator team should plan with an equity and anti-oppression lens

• The educator team should contact children regularly throughout the week (e.g., each partner could contact a small group of children each day so that by the end of the week each child has had contact 2-3 times,could be individual or group contact)

• The educator teams will need to have plans in place to support families that don’t have technology by calling and giving them same information that families that do have technology receive

• For the families with consistent access to technology, the educator team will encourage children and parents to share their own documentation of learning at home with the educator team using tools provided to TDSB educators (e.g., email, Brightspace, Google Apps for Education, etc.). Educator teams should think of options for sharing documentation for those families who do not have access to technology (e.g., what might that look like once the families return to school?)

Suggested Questions for the team’s to reflect on:

• What are your strengths? As an individual and as a team?

• What do you feel you can add to the current learning community?

• Share your vision of how you can support learning at home?

• What resources do you have available to support learning?

• What do you think our students need right now?

• How can we create intentional interactions with children to respond, challenge and extend in our current reality?

• How are we going to reach the children that don’t have consistent access to the internet and challenge, respond and extend their learning?

• How can we help children maintain relationships with each other during this current time? (e.g., would parents feel comfortable sharing their phone numbers with other families?)

• How are we supporting families where English isn’t their first language? (e.g., telephone translation service)

• How do you use what you are learning from the children in this unique learning environment to inform your planning?

• How can some of your existing relationship routines transfer to this new learning environment?

• What forum or app will you use to collaborate, to compile documentation, to share thinking and planning (e.g., Brightspace, Google Apps for education, class website?)

• Do you have an existing platform you use to communicate with parents that will continue to help you in this new environment?

• What structures do you have in the classroom that can be transferred to this new learning environment (e.g., small group meeting time, time for play, read alouds, documentation of learning, etc.)?

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Grade 4 to 8 EducatorsPlanning Checklists and Considerations

Staff need to also consider the organization of their own work actions into immediate, short-term, long-term, and ongoing activities. The following list of actions are for the consideration and analysis of school administrators as you build structures and systems to support ongoing learning at your school.

As we re-envision public school, classroom educators should consider the following questions from Schooling for equity during and beyond COVID-19 (Gaymes & San Vicente, 2020):

1. How will I create a sense of belonging and ‘human connection’ for each child in a time of physical distancing?

2. How will I build trust and strengthen relationships with families, particularly those who I have struggled to engage thus far or with whom I don’t share a common language?

3. How can I use this crisis to support students to become better problem solvers, to explore issues of power, and think critically about the world we live in?

4. How can I ensure that the work provided does not contribute to additional stress in the home or parent responsibilities?

5. Given the limitations of e-learning, and leading learning from home where I may have other immediate responsibilities, how will I plan my time so that students who need the most care, connection, scaffolding and feedback receive it?

Visit the TDSB Remote Learning website for additional resources.

Getting Ready for Continuation of Learning Started Ongoing Met

Class list with all contact information of students and parents/caregivers“How have you identified the students who might be considered underserved?”Connect with all of your students: ”In what ways are you reaching out to students who are most underserved?”Determine how you will support students with IEPs, SEA equipment IEP Ministry Resource GuideHow will you embed well-being into student interactions? What structures (e.g., virtual classrooms, daily wellness practices (https://smh-assist.ca/emhc/) are being utilized?Consider which students have access to technology in order to access the platforms and the learning, you will be providingDetermine technological needs and ensure all have access. Plan alternative learning for those who cannot get accessIdentify which students can engage in the platform and the learning independently

22Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Getting Ready for Continuation of Learning Started Ongoing Met

Connect with colleagues and create a team for co-planning (include subject specific/prep delivery teachers, EAs, ECEs, SNAs etc.) and start to brainstorm what lesson planning/delivery might look like.Consider the resources and online sites you will be using, “How have you screened and assessed texts for diversity in voices and culturally relevant experiences?” Toolkit for Selecting Equitable and Culturally Relevant and Responsive ResourcesConsider student strengths, passions and interestsDetermine how you will support students who are ELL learnersWhich platform will be used? Brightspace, Google Classroom or offline (e.g. phone connections)The online experience needs to be interactive, not transmissive, with ample opportunities for students to respond to your inquiryWhat tools might be useful? Video clips (be aware of data and time to download), online math manipulativesFor parents/caregivers and students that don’t regularly get online. Pick up the phone and call and ensure they are well. If they are not, and need support, connect to the respective PSS staff (social work, psychology, or community based supports, Kids Help Phone) for consultation & support, following the normal processes for consent if needed.How will we use students’ thinking as a resource for our teaching in an online environment?Connect with colleagues and create a team for co-planning (ie. grade teams including prep delivery,/subject specific, teacher-librarian, SNA, EA) and start brainstorm what lesson planning/delivery might look like.

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When Planning the Learning Experience Started Ongoing Met

How are you engaging and motivating students online/offline, group/individual?What accommodations/modifications are in place or need to be in place?How will you incorporate the learning strengths of all students?Determine how you will support students who are ELL learnersWhat are some key areas you want to focus on re: academics - Literacy/Numeracy (weave in science and social studies)How will I ensure I reach all learners with the content? What does this look like in digital and non-digital format?In what ways are we considering scaffolding the learning based on time and experiences being offered?

How will you create multiple opportunities to connect with your students throughout the week (e.g., webinar, phone calls, emails, texts) to monitor understanding of and provide feedback to each student via portfolios, success criteria, rubrics http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html?What opportunities will be provided that balance online and offline?How will you assess and evaluate the learning experiences that you provide to students?

Ongoing Considerations Started Ongoing Met

Determine how you are checking in with students on progress and well-being. Keep a calm & reassuring tone and share Self-Care 101 or How to Reach Out as neededHow are we responding to students who may express a need for support you cannot directly address? Utilize these general resources, and follow the normal pathway to support (e.g., Social work, psychology) should further well-being supports be neededAre you continuing to meet the learning needs of all students? Continue to monitor the students who you have identified as requiring the most support. Ensure you are reaching out to students who are most underserved.Communicate with colleagues to reflect on learning process and adjust planningInclude comments on the final report card if, in your professional judgement, feel that doing so would support the student’s progress

24Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Professional Learning• Preparing For Remote Learning: Resource Support and Professional Learning Opportunities

Learning Resources• TDSB Educators Remote Learning Digital Resource Collection• Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide• Google + communities for all Special Education Exceptionalities as well as Emotional Regulation, Assis-

tive Technology and UDL and Inclusion to be shared• Collaborate with Inclusion Consultant assigned to your school. Please speak to your principal for the

name.• Descriptive Feedback: Edugains • Toolkit for Selecting Equitable and Culturally Relevant and Responsive Resources

Well-Being Resources• Supporting student mental health & well-being using tiers • Decision Support Tool - Student Mental Health Awareness Initiatives

{ Decision Support Tool - For Classroom Teachers

French Resources• FSL Ministry of Education - Curriculum Documents• Including Students with Special Education Needs in FSL

{ Including Students with Special Education Needs in French as a Second Language Programs: A Guide for Ontario Schools

{ Inclure les élèves ayant des besoins particuliers dans les programmes de français langue seconde. Guide à l’intention des

• Welcoming English Language Learners into FSL Programs { Welcoming English Language Learners into French as a Second Language Programs { Accueillir les apprenantes et les apprenants de la langue anglaise au sein des programmes de français

langue seconde• TDSB FSL Google Site• Assistive Technology Tools available for FSL • Teachers’ Gateway to Special Education / L’enseignement pour les besoins spéciaux

25Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Grade 9-12 EducatorsPlanning Checklists and ConsiderationsStaff need to also consider the organization of their own work actions into immediate, short-term, long-term, and ongoing activities. The following list of actions are for the consideration and analysis of school administrators as you build structures and systems to support ongoing learning at your school.

Equity and Anti-OppressionSchooling for equity during and beyond COVID-19Consider the following questions from ‘Schooling for Equity during and beyond COVID-19” (Gaymes & San Vicente, 2020) Questions that classroom educators can consider as we re-envision public schooling:

1. How will I create a sense of belonging and ‘human connection’ for each child in a time of physical distancing?

2. How will I build trust and strengthen relationships with families, particularly those who I have struggled to engage thus far or with whom I don’t share a common language?

3. How can I use this crisis to support students to become better problem solvers, to explore issues of power, and think critically about the world we live in?

4. How can I ensure that the work provided does not contribute to additional stress in the home or parent responsibilities?

5. Given the limitations of e-learning, and leading learning from home where I may have other immediate responsibilities, how will I plan my time so that students who need the most care, connection, scaffolding and feedback receive it?

Visit the TDSB Remote Learning website for additional resources.

Getting Ready for Continuation of Learning Started Ongoing Met

Class lists (available on BrightSpace in course shells or through the Principal)Connect with all of your students through phone calls, emails, Google Hangout, during the week of March 30-April 3Consider “How are you reaching out to students who are most underserved and who are vulnerable (academically, socially, emotionally)?” Students need your support *(refer below to What Students Need) Document your interactions with students and your attempts to connect with students. Report concerns back to Administration

26Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Getting Ready for Continuation of Learning Started Ongoing Met

For parents/students that don’t get online on a regular basis, please phone them and ensure they are well. If they are not, and need support, connect to the respective PSS staff (social work, psychology etc., or community based supports, Kids Help Phone etc.) for consultation & support, following the normal processes for consent, if neededTake care of yourselves *(refer to: CARING MATTERS MORE THAN EVER)Consider the resources and online sites you will be using, “How have you screened and assessed texts for diversity in voices and culturally relevant experiences?” Building Critical ConsciousnessEmbed well-being into student interactions. Consider structures (e.g., virtual classrooms, daily wellness practices (https://smh-assist.ca/emhc/) that can be utilizedDetermine how you will support students with IEPs, SEA equipmentDetermine how you will support students who are ELL learnersDetermine technology needs and ensure all have access. Plan alternative learning for those who cannot get accessUse Brightspace and/or Google Classroom which are TDSB supported. Other platforms can be used but are not TDSB supported. Plan for offline (e.g. phone connections)Consider using a variety of tools to engage, i.e. video clips, newspapers, blogs (be aware of data and time to download), online math manipulatives, etc.Create an off and online experience that is interactive, not transmissive, with ample opportunities for students to respond with the teacher and peersAdd tools to promote students’ thinking on an online environmentParticipate in teams, along with Guidance, Student Success, Special Education, Vice Principals, Principals to provide wrap-around grade 9 & 10 and vulnerable students

27Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

When Planning the Learning Experience: Started Ongoing Met

Embed well-being into their interactions with their students? Add structures (e.g., virtual classrooms, daily wellness practices (https://smh-assist.ca/emhc/)Review On-Line Code of Conduct and School Code of Conduct and consider how they apply to this new reality. Determine ways to co-create and communicate norms to guide the learning?Identify key areas (knowledge and skills) on which you want to focus. Ensure you are using CRRP as a lens for resources. *(refer below to CRRP Pedagogical Framework (Adapted from Dr. Gloria Ladson-Billings’ Pillars). Consider promoting thinking tools to deepen learning and focus on big ideas.Centre student identities and reflect the lived realities of studentsOffer multiple points of entry while integrating student voice and choiceIncorporate ABA Instructional Strategies (PPM140): ABA Strategies for the ClassroomIntegrate accommodations/modifications to support students with IEPsEnsure there is opportunity for descriptive feedback, and the option to redo assignments so students can achieve deeper learning and higher marks this will alleviate stress.Explicitly support the organization of resources and learning on-line with students who are developing executive functioningLink to TDSB assistive technology with every outreach from teacher to studentsDetermine how you will support students who are ELL learnersConsider how you will give feedback FOR learning to students (via portfolios, success criteria, rubrics, students self-assessment, check-lists, short reflections, peer review, etc. http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.htmlEngage and motivate students online/offline in groups and individuallyEnsure that all learners connect/engage with content both in digital and non-digital format. Link to TDSB online library with passwords with every outreach from teacher to students

28Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Ongoing Considerations Started Ongoing Met

Determine how you are checking in with students on progress and well-being. Keep a calm & reassuring tone and share self directed self-care resource as neededIf a student expresses a need for support you cannot directly address with these general resources, follow the normal pathway to support (ex. Social work, psychology etc.)Are you meeting the learning needs of all students? How are you assessing if students need more support? What additional supports will you offer? Create learning tasks, projects and culminating activities that can be used for both formative and summative purposesInclude comments on the final report card if, in your professional judgement, feel that doing so would support the student’s progressWhat opportunities will be provided for feedback and balanced participation? Consider not all students feel comfortable with discussions (esp. on-line). Do you have time segments to connect with students or groups of students after whole-group connections? Continue to monitor the students who you have identified as requiring the most support. Ensure you are reaching out to students (and their families) who are most underserved.Communicate with colleagues to reflect on learning process and adjust planning

Resources

Professional Learning• Preparing For Remote Learning: Resource Support and Professional Learning Opportunities

• Ensure you are using CRRP as a lens for resources

• TDSB Mental Health Resources - useful when checking in with students

• Building Critical Consciousness a resource list to support educators in developing their critical consciousness when selecting resources and planning for students.

• TDSB Global Competencies Learning Experiences provides deep learning opportunities using technology for students

• TDSB Code of Online Conduct

• Review privacy and copyright and fair dealings guideline requirements

• Review implications and considerations with use of “free” resources (equity lens, age appropriate, Data Privacy, MFIPPA-collection of student information)

• Student IEPs and ILPs

29Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

• Google Plus Communities with shared resources for students with Special Education Learning Needs (link to be provided)

• Collaboration with Inclusion Consultant

• Differentiated Instruction Home

• TDSB FSL Site

• Including Students with Special Education Needs in French as a Second Language Programs: A Guide for Ontario Schools

• Welcoming English Language Learners into French as a Second Language Programs

• Ministry of Education: Secondary Curriculum

• Assistive Technology Tools available for FSL

30Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Support StaffThis document considers staffing groups including:

• Educational Assistants (EA K DD/PD, EA J MID/LD/PHYSICAL, EA I MID/Resource/ FRENCH)

• Special Needs Assistants (EA J SNA/Unassigned)

• Ministry and TDSB ISSA SIPs J/K, EA J Deaf HH Oral/Signing, Noon Hour Assistant DD/ FDK, Lunchroom Supervisors DK/MID, SLF, Deaf Blind Intervenor, Horticultural Instructors, Aquatic Instructors, Safety Travel Assistant

• Unit A: CYW Autism/ Behaviour/ Resource, Ministry

• TDSB CYW SIPs

We value the contribution of all staff. Together, school staff, including your selves who work with our students in programs and in small groups settings provide a strong network of support and approaches to meet students’ varied needs during this unprecedented time.

Collaborative Approach• Collaborate and consult with other staff as required, to support students’ needs. (e.g., how might you

now create collaboration norms with other educators?

• Re-connect with students and caregivers with whom there was a prior relationship and as appropriate (e.g., students for whom you were supporting as Ministry/TDSB SIPs, ISP program support, caseload);

• Determine times of the day to connect with educators for reflection, debrief and planning (e.g., grade, division, subject teams, ISPs);

• Re-establish professional connections through participation in team/staff meetings and discussions around supporting students’ needs;

• Look to develop materials to supplement classroom learning that are accessible for students (e.g., captioning or transcribing materials digital and non-digital);

• Respond to emerging needs in collaboration with principals/vice-principals and staff to problem solve needs and determine next steps and flexible in terms of other responsibilities;

• Assist with check-ins, IEP goal reviews and provide and other social and life skills as you reach out to support students;

• Review routines and practices such as sharing ideas to practice learning skills and helping kids connect to needed information that can be shared with families;

• In collaboration with staff adapt and modify programs as needed and set realistic goals for students with special needs considering digital and non-digital access;

• Think about using google translate or over the phone translation to support various languages;

• Assist teacher(s) in the academic, modified, or accommodated instruction and delivery of alternative curriculum for students;

• Assist in adapting classroom activities, assignments and/or materials under the direction of the teacher for the purpose of supporting and reinforcing classroom objectives.

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Continued Learning• Participate in Professional Learning and complete TDSB Compliance Training through Key-to-Learn;

• Engage in professional learning to build capacity for remote learning (e.g., ABA, UDL, and Assistive Tech-nology, online courses);

• Think about your own professional learning and digital fluency and what that might look like?

32Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Other Suggested Resources

Possible Remote Learning Model for Secondary SchoolsSemestered Schools: 3 hours of student work/course/weekFull-Year Schools: 1.5 hours of student work/course/week

Models Description

Structured Day 30 min/class/day (semester and full-year) which can take place between 9:30 - 11:30a.m.

1:00-3:00p.m. Feedback/Guided instruction/Teacher Reaching Out to Underserved Students, Students not on-line, check-ins

Monday Drop-Off Teachers drop off/up-load all materials/lessons/work/learning for the week (watch lan-guage like assignments as students may interpret this as an evaluation) and students complete work

Regular Daily Office Hours (teachers reach out to underserved students and students reach out, as needed/desired, to teachers)

Daily Drop-Off Teachers drop off/up-load all materials/lessons/work/learning daily by noon and stu-dents complete the work.

Regular Daily Office Hours (teachers reach out to underserved students and students reach out, as needed/desired, to teachers)

Combo of Above

Universal Design for Learning Guidelines Adapted from: UDL Guidelines CAST, 2018 ver 2.2

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Provide multiple means of Engagement

(the WHY of learning)

Provide multiple means of Representation

(the WHAT of learning)

Provide multiple means of Action & Expression

(the HOW of learning)

Recruiting Interest

• Choice

• Relevancy

• Authenticity

Perception

• Customize display of information

• Alternatives for auditory information

• Alternatives for visual information

Physical action

• Vary methods for response

• Optimize access to assistive technologies and tools

Sustaining Effort & Persistence

• Increase feedback

• Opportunities for collaboration and community

• Vary demands and resources

Language & Symbols

• Clarify vocabulary & symbols

• Clarify text, math notations, etc.

• Promote understanding across languages

• Use of multiple media

Expression & Communication

• Use multiple media for communication

• Use multiple tools for construction/composition

• Build fluencies with release of responsibility

Self Regulation

• Promote high expectations

• Facilitate personal coping skills

• Develop self-assessment/

• reflection

Comprehension

• Activate or supply background knowledge

• Highlight patterns & big ideas

• Guide info processing

• Maximize transfer & generalization

Executive Functions

• Guide appropriate goal-setting

• Support planning

• Facilitate managing of info & resources

• Build capacity for student to monitor progress

34Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Mental Health and Well-Being ResourcesIt is essential to take care of yourself, not just for your well-being, but also for those you care about and sup-port. Your self-care will help improve your energy, your focus, and your ability to cope with challenges. And right now we are faced with unprecedented challenges.

Now more than ever, it is important to acknowledge and support your own personal well-being. Take time to care for your own well-being in whatever way works for you (e.g., read a book, go for a walk, connect with a friend or loved one through technology, exercise, draw, etc.) Try to do one intentional thing for your own well-being every day.

When your own well-being is being cared for, you are in a better position to help others, including your stu-dents.

Teachers have always had a tremendous capacity to be Caring Adults in the lives of students. Our students have told us that having a teacher who believes in them and inspires them makes a big difference in how they do academically and how they feel about themselves. Teachers build relationships with students by focusing on resilience and hope, showing acceptance, compassion and understanding, and taking the time to develop rapport and trust with students. Building and maintaining positive relationships with students from a distance is new and unfamiliar territory, and we acknowledge that we are all learning. We need to be creative and flexible in our approaches and be open to support, collaboration and guidance.

In uncertain times like this, Caring Adults like you matter more than ever. While you are not a mental health professional, in your day to day work, you can and do support the mental health and well-being of your students. During the days ahead, build connections with your students, check in with them about how they are doing and feeling, promote peer connections during online (distance) learning, encourage kindness and inclusion, and reach out to your colleagues, administrators and/or school based professional support ser-vices staff for guidance or help, when needed. Be mindful of students who may be particularly vulnerable for any number of reasons. Take time to connect with them individually- in whatever way makes sense (e.g., a phone call, an email, a note to their parents/guardians).

The tip sheet that follows is designed to help you as you support your students during these unprecedented times.

What a Student Needs What to Say, Do or Recommend

Calm and reassuring role models Be aware of your own feelings and what you are communicating verbally or in writing.

Convey a sense of calm.

Remind students that the adults in their lives are here to help them.

Ask your student who is helping/supporting them currently? If a student is not sure, prompt with suggestions - family, friends, extended family, neighbours, religious and/or cultural groups, online counselling (see below).

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Someone to listen to their concerns It is important that students know that there are adults who will listen to them as they talk about their concerns, questions or fears. Remember that schools have access to Professional Support Services staff (e.g., Social Workers, Psychology Staff, Child & Youth Services, Occupational/Physical Therapists, Speech and Language Pathologists)

https://smho-smso.ca/wp-content/uploads/2020/03/Self-Care-101.pdf

Validation of their experiences and concerns

Some students, such as those who have travelled or who have family members who have travelled or are residing in high risk regions will likely have increased concerns about safety, their health and their ability to be with family members. Students may also be wondering if they are able to return or visit family in other countries, or visit with family and friends who are ill, in quarantine, in self-isolation, hospitalized or in closed facilities.

Validate their concerns, recognizing their fears and feelings of sadness and pain of separation. “I hear that you are concerned about this…..I hear that you are worried that…..I hear that you are feeling…...It sounds to me like you are wondering about…...I hear that this situation is painful for you right now. These are difficult times for everyone.”

Accurate information Direct students to the TDSB COVID have www.tdsb.on.ca/wellbeingresources Having accurate information can help to reduce anxiety.

To treat others with respect and compassion

It is important that all students be encouraged to treat each other with respect and not make assumptions about who may or may not have COVID-19, or to blame individuals for having or ‘starting’ the virus.

Understanding of the emphasis/attention of good hygiene and social distancing practices

While students may initially feel more anxious with the increased attention to hygiene and social distancing, this can be explained as good everyday practices and taking these actions helps to reduce the risk of getting or spreading the virus. Practicing good hygiene and social distancing may help to reduce their anxiety because they are doing something active to prevent the spread of the virus.

Teach/reinforce positive coping strategies and build resilience

Ask students what coping strategies they are using and/or have found helpful in the past. Ask students how they use this strategy. Ask if/how it helps them to feel better. Encourage students to plan to use one or more of these strategies every day. You could suggest that the student keeps a journal, draws a picture, talks to a trusted adult, etc..

Take this opportunity to teach students new coping strategies. Deep breathing, physical activity, being in nature, mindfulness, playing a game, having fun, playing with pets, practicing gratitude and listening to music are all positive coping strategies.

36Supporting Continuation of Learning and Well-Being in the Toronto District School Board | April 2020

Pay attention to the positive Ask students for examples (or share examples) of kindness and helping that they have seen or experienced in response to the virus. Encourage students to think about what they have already done and what they can do to show kindness and care to others. Acknowledge how people can come together in difficult times.

Limit exposure to media and stressful conversations

Frequent exposure to TV/media coverage or being exposed to ongoing conversations about COVID should be limited as this can increase anxiety. Ask students to be mindful of how much media and screen time they are consuming, and notice how this may be affecting them. Invite them to consider altering their social media use.

Community resources Provide information on community resources if students need further/additional help.

What’sUp Walkin Clinics (new link coming*)

KidsHelp Phone - information, strategies and access to phone/text/live chat support: https://kidshelpphone.ca/get-info/were-here-for-you-during-covid-19-novel-coronavirus/

First Nations and Inuit Hope for Wellness Help Line, 1-855-242-3310

Acknowledgements:

Info Sheet Supporting Student Mental Health during a Pandemic (COVID 19) School Mental Health Ontario Marck h 2020 https://smho-smso.ca/blog/how-to-support-student-mental-health-during-the-covid-19-pandemic/

Talking to Children about COVID-19, National Association of School Psychologists

Talking to Children about COVID-19

Halton District School Board Tip Sheet: Helping Students Cope with COVID19