We acknowledge that learning in the OCDSB takes place on unceded Algonquin Territory, and honour the Algonquin Nation and their enduring presence on their land.
General Telephone Line: 613-596-8753
Attendance Telephone Line: 613-596-8753 ext: 3098
Attendance Email Address: email@example.com
General Email Address: OCVelementary@ocdsb.ca
Principal Rian Bayne
Vice-Principal Marc Laliberté
Office Administrator Cheryl Rodrigue
Table of Contents
Innovative, Creative, Virtual!
OCV aims to develop a modern learning experience, incorporating research-based educational practices that foster future-ready skills such as critical thinking, authentic problem solving, communication and collaboration. Students are given agency through meaningful learning tasks that leverage technology and that are driven by their needs, interests and the big ideas of the curriculum. Through varied learning experiences, we create agile learning spaces, enabling students to learn in different ways, at different times. The work we do at OCV is about engaging students, knowing their interests and creating opportunities to develop each students’ skills and abilities through relevant, real-world learning experiences.
While some things will look different from the in-school experience, the virtual program has the same aims as our physical community schools.
At the Ottawa-Carleton Virtual Elementary School, our vision of student success goes beyond the classroom. Our goal is to prepare students to be successful in life. The OCDSB Exit Outcomes identify five characteristics and five skills that we endeavour to develop in every student.
We are committed to education that supports all students - we are Innovative, Creative and Virtual partners with you in your child’s learning.
The Virtual School Day will use a Learning Management System, either Google Classroom or Virtual Learning Environment (VLE). Resources for families, including Google Classroom, Google Sites and Google Meet, and the VLE can be found in the Learning Management System Resources as well as our Parent Resources on our OCV Elementary website.
The OCDSB has a strong commitment to human rights, equity and inclusion. While many steps have been taken to identify and address the systemic and structural barriers that prevent everyone from participating, excelling and feeling valued in the OCDSB community, there remains much more to learn and to do.
To serve every student, each one must be seen, heard and know they matter within the OCDSB and OCV Elementary School community. To serve every student, we are committed to being intentional about acknowledging diverse ways of knowing, different styles of learning and valuing, respecting and leveraging the strength of each student’s individual and intersecting identities. To serve every student, we are committed to work collaboratively with students, parents, educators and community partners to support each student to discover or enhance the positive contributions they can make in their school, their community, their country and the world.
The OCDSB is committed to eliminating barriers to success. To learn more, see the OCDSB’s Indigenous, Equity and Human Rights Roadmap.
Students learn well when there are various methods of engagement used throughout the day. The students in our classrooms have a variety of strengths and needs, therefore it is essential that time is allocated to allow the educator to work with small groups for targeted instruction.
OCV students are with a teacher for 300 minutes a day. We have moved away from defining synchronous and asynchronous instruction and no longer use these terms. Rather, teachers are to program balanced instruction using effective pedagogical practices including whole group lessons, small group targeted instruction and individual support. We have always encouraged the use of conducting guided reading groups as current educational research and best practice suggests. There is still “asynchronous time” built into every classroom every day for students. For example, while students are completing independent tasks, reading independently, working on resources (such as Lexia), engaging in collaborative tasks and/or playing or socializing with other students, teachers are conducting guided reading groups/math groups, supporting small groups of students, completing one-on-one assessments (for example reading assessments), and/or rotating between breakout rooms. Blending synchronous and asynchronous learning best meet the needs of students.
OCV hours are 9:00 a.m.-3:30 p.m. Days include 300 minutes of instructional time with varied learning activities spread out throughout the day, much like it is in an in-person school. Every day includes instruction in both English and French and a period of Daily Physical Activity. Attendance is taken daily during the first and second instructional block.
Classroom educators will provide a more detailed schedule to their students.
To report a student absence, please email firstname.lastname@example.org or call 613-596-8753, extension 3098.
We want all our students to start the year off right! Students will need access to a device and reliable wifi. In addition to virtual learning, students may engage in learning activities that require other school supplies, such as writing and basic art materials. Please see this voluntary list of school supplies that you may consider purchasing. We will be mailing all students the following standard supplies:
Grades 1 & 2
Pencils & Eraser
Pencils & Eraser
Pencils & Eraser
Half blank, half lined notebook
Additional supplies needed will be limited and at the discretion of the classroom educators. Additional items that students may require will be communicated by the classroom educator with sufficient notice to families and will usually consist of common household materials.
Please ensure your child has a healthy breakfast before school begins at 9:00 a.m.. Your child will have two nutrition breaks. Break times are a good opportunity for lunch. Our second nutrition break also includes virtual recess for students to socialize.
Students should wear comfortable shoes and clothes to engage in light physical activities. Note: All students who require Epipens should have them readily available.
OCV Elementary School has a limited number of Chromebooks which we will be able to loan to OCV students who do not have access to a device for their learning. If your child(ren) is/are in need of a device, please complete this form (one form per child). Submissions will be reviewed and, if approved, a device will be assigned to the student for the 2023-2024 school year (to be returned to the OCDSB in June 2024). Devices can be picked up in-person at OCV Elementary School, located at Confederation Education Centre (1645 Woodroffe Avenue, room 102), or shipped to another OCDSB school for pickup from the school office (during regular school hours).
Should Internet connectivity be an issue for you due to living in a rural community or for financial reasons, please contact email@example.com to request a hotspot.
For inquiries about your child’s login information, please email the classroom teacher.
For helpful information and videos about some of the technology we use at our school, please visit the Parent Resources section of our website.
Strong partnerships with families and communities strengthen our ability to meet the needs of all children. Each family is unique and we strive to recognize and honour the diversity and differences in each family unit.
To the best of each family’s ability, parents and guardians have the responsibility to:
We are looking forward to an exciting year filled with many positive learning opportunities!
Regular school attendance is necessary for student success.
Students are expected to attend their online classes daily, at the indicated times. Students must be online during the prescribed times and involved in the learning in order to be recorded as having attended.
To report an absence, please call our attendance line at 613-596-8753 and press 1 or email firstname.lastname@example.org.
Home-School communication is a vital cornerstone to maintain the unique partnership between the school and parents.
Teachers are the parents’ first point of contact for academic questions. Your child’s educators will let you know about communication methods between home and virtual school. Respectful, productive communication is expected from parent to teacher, and teacher to parent. All parent communication with educators needs to take place outside of class time so as not to interrupt teaching and learning and to respect the privacy of all involved.
Parents may contact the Principal or Vice Principal in cases where a concern cannot be resolved with the teachers.
As most of our communications will be done electronically, it is essential that parents let our school office know of any phone or email address changes.
Planned absences from the virtual school can be reported to the teacher. Parents are asked to phone our 24-hour attendance line or email our school attendance address (Directory) to report an absence or late arrival to scheduled classes. Recurring absences and/or lates will be reported to the school administration team for follow up.
As with in-person interactions, students in virtual classrooms are expected to be good digital citizens both in and outside of school.
OCDSB students are inclusive, respectful, safe and caring learners who approach online interactions and activities according to the OCDSB’s Community of Character traits, school rules, and the law.
Students agree to follow the School Code of Conduct, Board Code of Conduct, and Board Appropriate Use of Technology policy. In cases where transgressions occur, a progressive discipline approach with a focus on restorative practices will be employed to correct the behaviour.
As digital learners, students will be taught explicit rules for online safety including:
Students are encouraged to approach a day in virtual school with the same preparation as they would an in-person school day. Some fresh air and exercise before school, and during breaks, is strongly encouraged for all learners and is beneficial for remaining alert and engaged during instructional time.
A Google Classroom or VLE classroom is like a regular classroom - it is created as a safe learning space for the students and staff assigned to the class. Students and families are to respect the privacy of all students, families and OCDSB staff by refraining from capturing, sharing or posting:
Students must only use their own OCDSB Google account for their learning at OCV and should never share their login information with anyone else. Students should never use anyone else’s login credentials and should not use any personal email accounts for school work or to communicate with staff.
School staff have the right to monitor online activity, and student use of technology.
If a student is in medical distress, the educator will take steps to contact the student's parents or guardians.
If an emergency occurs in your child's Virtual Classroom that involves the educator not being able to continue with the lesson due to a health related matter where they are in distress, please contact the school immediately by calling 613-596-8753 or emailing the principal at Rian.Bayne@ocdsb.ca with the subject line URGENT. In the email, please provide:
If you call the school and you are unable to speak personally with someone from the office, please contact the OCDSB School Board Office by calling 613-721-1820. Please continue to contact the school or the OCDSB School Board until you have spoken to a person or received an email back from the Principal.
The OCDSB believes that it is the right of each student and each staff member to a safe and orderly learning environment, free of concern about personal safety and, therefore, the OCDSB shall:
The OCDSB promotes the use of Restorative Practices. The principles of restorative practices begin with proactively building relationships and creating a sense of community within classrooms and school environments to prevent conflict and wrongdoing. Frequently, restorative conversations and circles are used in the classroom to engage in activities that create community, to model prosocial behaviour and active listening skills, and to address problems as they arise. Restorative practices are also used to address the harm that has been done between those that are involved in a situation, to discuss the impact of the actions and consider what can be done to make things right. Schools that use restorative practices have shown a reduction in misbehaviour and bullying, violence among students, and improve the overall climate for learning.
If the school administration determines that a student has violated the Code of Conduct, that student may immediately lose access and face consequences. Consequences for violation of this agreement may involve any of the following: warning; contact with a parent/guardian; restorative conversations; meeting with student, family and teachers; meeting with the school administration; restriction of privileges; suspension (denial of LMS access for a period of time); restitution for any costs involved in the repair of technology.
Individual Education Plans are an important part of education planning for students with learning exceptionalities. OCV teachers will monitor, develop, revise, and put into practice IEPs for students who require them. In the OCDSB, the roles and responsibilities for the oversight of the IEP/IPRC process are shared between the OCV Elementary team (teacher, Learning Support Teacher, Administration). Should a parent (or student) have an inquiry or concern about the IEP, step 1 is to connect with the teacher(s). Teachers will work to resolve most concerns, and if necessary include a broader team from OCV. Should these efforts not fully address the issue, parents may wish to reach out to the OCV Principal/Vice Principals for guidance.
When working in a remote/virtual environment , the accommodations and teaching strategies included in the IEP will be those that best meet each student’s needs in a Virtual Learning Context. The goal is to provide students with meaningful learning tasks that leverage technology, are driven by their needs and interests, are linked to the big ideas of the curriculum, and are appropriate to the student’s learning profile.
OCV educators collaborate with our ESL Lead. Using Steps to English Proficiency (STEP), educators will assess students along the STEP continuum and differentiate instruction for English Language Learners.
English language learners come to the OCV with many assets and skills. They will:
The primary purpose of assessment and evaluation is to improve student learning. Working together, students, educators and families support all students in achieving success and reaching their full potential in school.
Educators use assessment and evaluation practices that:
Assessment has three roles:
The Fundamental Principles of Assessment and Evaluation are outlined in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010 and Growing Success – The Kindergarten Addendum: Assessment, Evaluation, and Reporting in Ontario Schools
OCV reporting follows the same schedule as other OCDSB schools.
For the 2023-2024 school year, Kindergarten Initial Observations, Kindergarten Communications of Learning, Grades 1-8 Progress Reports and Grades 1-8 Report Cards will be shared with students and families by email.
The completed report card, or an exact copy, will be filed in the Ontario Student Record (OSR).
2023-2024 Reporting Timeline
Reports sent by email
Progress Report Gr 1-8
Kindergarten Initial Observation Year 1 & 2
Sept. 5 - Nov. 3
Term 1 Report Card Gr 1-8
Kindergarten Communication of Learning Year 1 & 2
Sept. 5 - Feb. 2
Term 2 Report Card Gr 1-8
Kindergarten Communication of Learning Year 1 & 2
Feb. 5 - June 27
Please refer to our Parent Guide to Assessment Evaluation and Reporting.
In an age and grade appropriate way, OCV educators will discuss the importance of academic integrity with their students, and what constitutes a breach of that integrity. While the guidance of a parent or older sibling is welcome, it is expected that all submitted work is the original work of the student and is completed by the student.
Whether done accidentally or deliberately, plagiarism is the undocumented and/or unauthorized use of another’s work in written, verbal, or graphic form.
To avoid plagiarism, students must credit all electronic, print, and oral sources used in the completion of work. Consult with your teacher for guidance on how to document sources. To avoid unintentional plagiarism, keep track of all sources, take careful notes, and maintain a working bibliography.
Academic dishonesty will receive consequences based on a progressive discipline approach. The student will be given an additional opportunity to demonstrate achievement of the defined curriculum expectation(s).
The amount of collaboration with others that is permitted in the completion of assignments can vary, depending upon the instructions provided by the teacher. Students must assume that collaboration in the completion of assignments for Assessment OF Learning is prohibited unless explicitly permitted by the teacher. A final evaluation must be based on a student’s individual process and product.
OSRs will be housed at the OCV Elementary Office, located at The Confederation Education Center at 1645 Woodroffe Avenue.
Please consult the OCDSB school year calendar for an up-to-date list of instructional, PA Days, and holidays: Elementary Calendar.