What does it look like when my child moves to online learning during Scenario 1? Please note, if we move to scenario 3, expectations for emergency teaching in this scenario would be as established by the ministry.
Students can move from face-to-face to online learning for two reasons:
1. There is a positive case of COVID-19 in their class and the teacher and class go into isolation together
2. The student needs to isolate on their own because they have been advised to by AHS, they have been identified as a close contact from another location than the classroom (bus rider, hockey team, out of school care etc.) or parents decide to keep them home as a precautionary measure
When a class goes into isolation together, the affected class will be notified via email, and will move to online learning the following school day. The purpose of online learning is to provide continuity of learning in the event of disruption to face-to-face learning. This period of time will support students with continued learning opportunities, but will not replicate in-person learning. During online learning, the teacher will provide students with 5-7 hours of online teaching throughout the week and will ensure that students have access to meaningful tasks and activities they can do during the school day. The teacher will also provide a schedule to assist students and families organize the learning day, with the flexibility to adjust based on their family/home routines and events. Students still have access to the teacher throughout the day via Google Classroom if they have questions or need support with learning tasks. Students might be placed in small groups to facilitate math, reading and writing lessons. These lessons would likely be shorter in length (about 15-20 minutes for each of the three subject areas). For those who participated in our emergency teaching in the spring, the organization of these lessons would follow a similar format as our guided reading times. These lessons would likely not be consecutive, but rather occur at different times during the day. Students and families would need to follow a schedule provided for these lessons. Students would also receive large group instruction for science, social, and health, where the teacher provides instruction, tasks, and feedback during the online portion and students would complete tasks independently at home via the google classroom. Students would also access Music, PE, and Well Being as separate activities in a google classroom.
If a student needs to isolate on their own because they have been advised by AHS or if parents decide to keep them home as a precautionary measure, they can access learning opportunities through their teacher’s Google Classroom as well as the google classrooms set up for Music, PE, and Well Being. In this case, there would be no live, online learning opportunities. Our teachers are working to keep their online environments up to date for students who are learning from home. In this particular instance, teachers are still teaching face-to-face during the school day, and will post recent learning tasks and experiences from the classroom. This will help students stay connected to their class community and continue learning while they are away from the classroom.
Montessori Alternative Public School Society (MAPSS)
MAPSS was formed in 1999 when a dedicated Montessori educator and group of parents proposed that the Montessori method become an option for students in Calgary’s public school system. To make public Montessori school possible, MAPSS raises funds to purchase Montessori materials and classroom tools, provide teacher training, present parent education, and purchase Montessori parent resources for each school’s library.
Homework is valuable to your child. When, as parents, you take an interest in your child’s schoolwork it increases the child’s motivation. Homework, done well, helps the child develop responsibility and self-direction in studies.
Division One – Grades 1 – 3
The classroom teacher may formally assign home reading. Parents can also encourage home reading. We recommend 10 to 15 minutes a day.
Division Two – Grades 4 – 6
Individual teachers will make parents aware of requirements about homework. Their homework assignments should be about 20 to 30 minutes. If no specific homework is given, we encourage your child to read at home each evening.
Teachers will not provide assignments to students who will be missing school due to a vacation. Rather, students will be asked to keep a journal of their trip, and will be encouraged to read every day while away.
Parent volunteers are a valuable support in our school, providing assistance to teachers in direct work with students, preparing classroom materials, working in the library and a myriad of other tasks. The program is coordinated by the Volunteer Coordinator in partnership with the staff. Further information is available in September of each year. *All of our volunteers must have a valid police security clearance on file in order to volunteer in the school or on field trips. Learn more about Volunteering.
Parent involvement in a student’s education reflects a value for lifelong learning and the importance of the school in learning. The home-school partnership is vital to a successful learning experience for students. At CJP there are many ways that parents can be involved – with homework and study at home, as a volunteer in the school or as a member of the School Council, Parent Association or one of its committees.
School Council (SC) and Parent Association (PA)
Parents participate in the discussion of issues regarding the goals and direction of the school through the School Council. Attendance at SC/PA meetings is an excellent way to receive information and stay in touch with school developments. Election of SC/PA Executive members occurs at the Annual general meeting in May of each year. SC/PA committees support parent initiatives such as fundraising, playground development, traffic issues and the annual Stampede Breakfast.
Parent Support for Learning
The following ideas reflect ways that parents can be directly involved in supporting learning for their students:
- Ensure that students attend school regularly and on time.
- Ensure that students arrive at school properly rested, nourished, groomed and dressed.
- Contact the school when it is necessary for students to be absent or late.
- Base staff-parent contact on mutual trust and respect.
- Provide information necessary for understanding each student’s behaviour and learning needs.
- Keep informed of student’s educational programs, progress and achievements.
- Participate in student/parent/teacher conferences and other programs for parents at the school.
- Respond to communication from the school.
- Encourage the value of lifelong learning through active involvement and support of the school program.
- Support and encourage respect for the school’s expectations for student behaviour.
- Encourage home study through active support.
- Be aware of your student’s out of school activities, friends, etc.
- Act as an advocate for your child.