We acknowledge that learning in the OCDSB takes place on unceded Algonquin Territory, and thank the Algonquin Nation for hosting us on their land.
Central West Campus
North East Campus
North West Campus
Trent Clarke, Sadhana Lad, Joëlle Rudick
South East Campus
Susan Bouwer, Marc Laliberte
South West Campus
John Ioannou, Emily Pope, Heather Neelin
Table of Contents
Innovative, Creative, Virtual!
OCV aims to develop a modern learning experience, incorporating research-based pedagogical 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, that are driven by their needs, interests and the big ideas of the curriculum. Through synchronous and asynchronous 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 Schools 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 5 Characteristics and 5 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 OCDSB FAQ - OCV Elementary (and the Parent page on the Elementary OCV Site).
Synchronous Learning is live, online learning. It may include:
In Kindergarten, synchronous learning takes place for 180 minutes per day.
In Grades 1-8, synchronous learning takes place for 225 minutes per day.
Asynchronous Learning is learning through activities that can be completed independently and at student’s own pace. It may include:
In Kindergarten, asynchronous learning takes place for 120 minutes per day.
In Grades 1-8, asynchronous learning takes place for 75 minutes per day.
OCV hours are 9:00 a.m.-3:30 p.m. Days include 300 minutes of instructional time (synchronous and asynchronous). Every day includes some instruction in both English and French and a period of Daily Physical Activity. Attendance is taken daily for each instructional block.
Your teacher will provide a schedule outlining the specific times for your synchronous and asynchronous learning activities.
Some families may choose to buy school supplies, and if so, this voluntary supply list provides an idea of the kinds of supplies that are used by grade. The following are suggested:
Please ensure your child has a healthy breakfast before school class begins at 9 a.m.. Your child will have two nutrition breaks. Break times are a good opportunity to offer nutritious meals or snacks throughout the day.
Students should wear comfortable shoes and clothes to engage in light physical activities. Note: All students who require Epipens should have them readily available.
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.
For inquiries about your child’s log in account information, please email the classroom teacher.
If you are using an OCDSB owned device and you need tech assistance (device not working), please email: email@example.com or call 613 596-8738.
The Elementary program follows the principle that partnerships with families and communities strengthen our ability to meet the needs of all children. Each family is unique and we recognize 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.
Each class will include synchronous time as well as asynchronous time. Students are expected to participate in both modes as part of their learning.
Parent-Teacher 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 the synchronous portion of the day so as not to interrupt class time 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.
The teacher is also an important link of communication from the OCV administrative office. As most of our communications will be done electronically, it is essential that parents keep the Office appraised of phone and email address changes.
Planned absence from the virtual school can be reported to the teacher. Parents are asked to phone our 24-hour attendance line or email your school attendance line (Directory) to report an absence or late arrival to scheduled classes. Recurring absences and/or lates will be reported to the school administration teams 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- 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.
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:
If in the consideration of the school or board administration, students violate this agreement, and they 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); contact with School Resource Police Officer; restitution for any costs involved in the repair of technology.
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 pro-social behavior 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 misbehavior and bullying, violence among students, and improve the overall climate for learning.
The primary purpose of assessment and evaluation is to improve student learning. Working together, students, teachers and parents support all students in achieving success and reaching their full potential in school.
The Fundamental Principles of Assessment and Evaluation as 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
Teachers use assessment and evaluation practices that:
Assessment has three roles:
OCV reporting follows the same schedule as other OCDSB schools.
For the 2020-2021 school year, Kindergarten Communication of Learning, progress reports and report cards will be shared with students and families via the new secure online Report Card Portal.
We invite all families to register online in order to access their child’s report cards. This service is available in multiple languages.
The completed report card, or an exact copy, will be filed in the Ontario Student Record (OSR).
2020-2021 Reporting Timeline
Report available on the
Progress Report Gr 1-8
Kindergarten Initial Observation Year 1 & 2
Sept. 14 - Nov. 13
Term 1 Report Card
Kindergarten Communication of Learning Year 1 & 2
Term 2 Report Card
Kindergarten Communication of Learning Year 1 & 2
Please refer to our Parent Guide to Assessment Evaluation and Reporting
In an age and grade appropriate way, OCV teachers 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 welcomed in the Virtual School, 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.
The Ottawa-Carleton District School Board is committed to equity of educational opportunities and outcomes for all students. We know that diversity enriches the educational and employment experience of all. Our success rests in our ability to respect, appreciate and value people's differences. We champion an atmosphere of openness and respect which builds trust and enduring relationships with our communities. We lead by example.
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) and the “home school” learning support team (Learning Support Teacher and 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 and the home school. 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.
OVC educators collaborate with Central Educators from our Program and Learning Department and the Family Reception Center. 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:
OSRs will be housed at each student’s home school.
Please consult the OCDSB school year calendar for an up-to-date list of instructional, PA Days, and holidays: Elementary Calendar .
We continue to update the OCV Elementary website OCV Elementary: Home and will continue to add common questions to our FAQ document.