Remote Learning

OCV logo

We are excited to announce the launch of our new virtual schools for remote learners. We look forward to welcoming students and families to 
OCV Elementary, which includes 6 Elementary Virtual Campuses, and OCV Secondary. We have been working hard to build new virtual schools and support your child in a seamless transition to remote learning. Click the links below to visit the school websites.

Remote learning will not be the same as in-person learning, but it will be scheduled in a predictable manner and involve daily learning. Remote learning consists of learning in a context outside of a student’s classroom through the use of technology (e.g. laptop, chromebook, iPad) and the internet. Learning is facilitated by one or more educators, and consists of synchronous learning (students working with a teacher in real time) and asynchronous learning (students engaging in learning activities independently), over the course of each day.

Students will be expected to attend daily synchronous sessions led by an educator, as attendance will be taken. They will complete asynchronous learning tasks and submit to the teacher for assessment purposes, engage in on-line discussions. Timely and effective feedback will be provided by the teacher to students and parents/guardians. Assessment tasks will be used to determine the report card mark and comments for the student in that subject area.

Start Date

Students in remote learning will have access to some scheduled orientation and/or learning activities during the week of September 14-18th. On September 18th, remote learning classes will begin for elementary and secondary students. Further information about remote learning will be shared as soon as possible.

Remote learners in specialized program classes and English Literacy Development (ELD) classes will join online on September 18th. More details will be provided by the school. 
Students enrolled in the Gifted Program who are attending by remote learning will start on September 18th.

Remote Learning (K-12) For those families/students who have chosen to have their child/children engage in Remote Learning in place of returning to school in person, students will attend a “virtual school” with other students in the same grade and program from across the district. Qualified OCDSB teachers will provide instruction based on the Ontario curriculum.

Teachers will provide remote learning to students with approximately 300 minutes of daily learning opportunities through synchronous and asynchronous learning by using either Brightspace (D2L) or Google Classroom learning management systems.

Assessment and evaluation of student learning by teachers will include conversations, observations and products (the collection of student work that demonstrates a student’s understanding of curriculum expectations submitted to the teacher) through the use of digital tools (e.g. Google docs, Google slides, jamboard, Google forms, other). Student assessments will be administered to students based on curriculum expectations which will provide the foundation for report card marks and comments.

Key points:

  • Students will be registered in a virtual school with OCDSB teacher(s);
  • Prescribed number of minutes of live (synchronous) learning;
  • Classes will be made up of students from several schools at the same grade or similar grade levels;
  • Students will remain in the same pathway (Early French Immersion, English, Specialized classes);
  • Students with an Individual Education Plan will receive support through one or more of Learning Resource Teachers, a specialized special education teacher and Education Assistants.
  • Remote learning is not integrated with in-person learning at the home school.
  • Remote learning is quadmestered at the secondary level.


  • Kindergarten students will have the opportunity to engage in whole class, small group learning with a Kindergarten team member on a daily basis. There will also be opportunities for 1:1 support by a member of the educator team during the week.
  • The educator team may include the Classroom Teacher, Early Childhood Educator, Educational Assistant, Learning Support Teacher and/or Learning Resource Teacher.
  • Students will need the support of a parent/guardian or caregiver in using the technology through synchronous learning and in engaging and working through independent learning tasks.
  • Parents will receive a weekly schedule for small group instruction. We will work with parents to try and accommodate family schedules.

See a sample school day schedule

See a sample school day schedule

Synchronous/Asynchronous Learning Experiences for Students

The following are ways that students can engage in daily learning experiences:

Learning Experience



Collaborative Learning experience with students in person and remote learners using Google Docs

Guided Groups that may include students in both the classroom and those in remote learning

Google Chat that is used to engage students from all cohorts and would be available all throughout the day. This could be used to ask questions, make comments, engage with other students and see the thinking of others connected to the classroom

Live streaming (teacher modelling a new concept, a lesson, ReadAloud, etc). Recordings of all videos posted to the virtual platform for students to access multiple times.

Office Hours (extra help)

Will my child be able to participate in learning with students and teachers from their home school if they do Remote Learning?

Students engaged in Remote Learning will be registered in a virtual school with OCDSB teacher(s). Virtual classes will consist of students from several schools in the same grade or similar grade levels; these students will engage with each other online at specific times. Remote learning is not integrated with in-person learning at the home school.

Will students be able to switch between In Person and Remote Learning?

We understand that family realities can change and will do our best to support students and families in the best way possible. Based on the direction from the Ministry, we think there may be designated points where a requested change can be implemented. The timing of requests for change will have to be considered relative to assessment periods, semesters, class size, and available staff. We are working with the Ministry to better understand how to support change requests.


The OCDSB is committed to improving equity of access, opportunity and outcomes for all students.

For students in need, Chromebooks and WiFi hotspots can be made available. As we have limited supplies, we ask that students/families in need place a request for a device through their home school. Schools will do their best to supply a device as soon as one becomes available. 

Learning tasks will be designed so that they are culturally relevant and responsive. Educators will use flexible and personalized approaches that will reflect the identities, needs and circumstances for students engaging in remote learning. Learning will be flexible, equitable, differentiated, accessible and responsive to the diverse needs, identities and experiences of all families.

Students with Special Education Needs

Schools will review the student’s individual education plan and talk with parents/guardians about how to best support the student while participating in remote learning through the use of a learning management system (Google or Brightspace - D2L). School based staff (classroom teacher, Learning Resource Teacher, Learning Support Teacher, Educational Assistant) will identify goals and strategies to meet student needs of remote learners in collaboration with parents/guardians (and students where appropriate). School teams can be supported by central staff teams from Learning Support Services (Itinerant Teachers of Assistive Technology, Blind/Low Vision, Deaf/Hard of Hearing, Learning Support Consultants) where necessary.

Student Well-Being

Today, students live in a society where technology and media are easily accessible and an expectation of many students. In a 2015 study on Screen Time for students, Public Health Ontario recommends that
 students aged 5 - 17 are limited in screen time, both for learning and recreational use. A number of other studies and research, including the Government of Canada’s Guidelines on Screen Time and the Canadian Pediatric Society discuss the need to limit screen time for children. OCDSB believes that in order to educate the entire child, students need to have a balanced approach to their learning that also includes outdoor and experiential learning activities, physical movement, the use of non-technology resources for learning with regular breaks built into their day.

Student Success

We want every student to be successful in their learning. Our dedicated Student Success Staff, for students from grades 7-12, will continue to provide assistance to students who require additional support in their learning. Students in Grades 9 - 12 will be able to access Student Success and the board’s Authentic Student Learning Experience tool as they work towards graduation.

Student Supports and ESL/ELD

In general, school-based support (Learning Resource Teachers, Learning Support Teachers, Intermediate Student Support Teachers, Guidance, and Student Success) will be provided by the supports in place at the student’s home school. Students attending virtual school will continue to receive needed support from the staff at their home school.

Each virtual elementary campus will be supported by an English as a Second Language (ESL) educator for ESL students integrated into various classes. At the secondary level, English Literacy Development (ELD) and ESL sections have been allocated to support students in those classes.

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