Distance Learning Plan:
Unity in Adversity

The Distance Learning Plan (DLP) is designed to describe the actions and approaches that OSC will take in the event the campus has to close, and has to switch to an alternative method for a period of time. At all times, the Head of School will consult with the Board and the Integrated Leadership Team, and together a decision will be made in the best interest of the students and community.

The purpose of the DLP is to maintain the planned curriculum content and skills development for students in all grade levels, ensuring a smooth transition back to classroom learning, and completion of grade-level expectations.

During the lockdown period following the COVID-19 outbreak, OSC was able to transition to the DLP facilitating school’s operations with minimal impact. The following are some of the integral components of the DLP.

DLP 2020: Unity in adversity

Key DLP guidelines

Unity in adversity – Let’s stick together

In the event of a campus closure, we change our motto from “Unity in Diversity”, to “Unity in Adversity”. We need to come together and work together to support our students.

Use what
is familiar

Embrace new opportunities for students and families

Teachers as
facilitators

Thinking outside
the box

In moving into a DLP we should only use the software and communication channels that are familiar.

OSC families and staff should see DLP as a new opportunity. We will implement daily journaling, create new spaces for personalised learning at home, include chores and responsibilities to bring families closer together in a time of need.

In a DLP, teachers are facilitators and students are learning more independently. Students will work towards mastery, and teachers are challenged to design experiences and use a flip classroom environment where they are checking understanding and misconceptions from the students’ personalized distance learning experiences.

In a DLP environment everyone can think outside the box. We can be creative and think about the end goal differently than a traditional assessment. This creativity will help us all develop grit, resilience, perseverance, and a can-do attitude and will create a positive learning experience.

OSC expectations

  • Create and distribute the OSC Distance Learning Plan (DLP)
  • Establish clear communication channels between families and school
  • Prepare and support faculty and staff in shifting to a DLP
  • Support faculty in implementing high-quality learning experiences, feedback, planning and assessment in a DLP mode
  • Make the DLP Schedule available to all students and parents
  • Support teachers with different strategies to differentiate their instruction
  • Collaborate as team, including EAL teachers, Learning Support teachers, in planning students’ DLP as needed
  • Ensure supplemental material is ready to fill gaps, or enrich students
  • Administer wellness surveys to gather data on students well-being
  • Provide guidance and support for students to aid in monitoring and supporting their well-being
  • Ensure social-emotional lessons are implemented
  • Set time for counsellors to check in with students and families
  • Evaluate timeline for graduation requirements, class credit, IB testing deadlines, and SAT testing periods. Support students and their university application processes virtually
  • Librarians will collaborate to ensure that high-quality distance learning experiences and research is supporting teachers and families
  • Maintain and update online library site for obtaining resources
  • Specialist teachers across the school will collaborate with teachers on how to connect and integrate music, art, physical and health education, design, into their units of inquiry in the DLP
  • Language teachers will develop high-quality learning experiences
  • Teaching assistants will be in a supportive role for all families, teachers and staff
  • The OSC Tech Team will come together to review and develop “how-to” tutorials in order to ensure that teachers, students, and parents have the necessary manuals to excel in the DLP
  • Continually monitor the needs of teachers, students, and parents and troubleshoot their challenges as needed
  • Be available remotely to provide on-demand tech support help
  • Audit usage to identify students and parents who may be struggling or out of reach
Our systems and resources
Primary

Our primary means of communication of the DLP schedule is through Seesaw, which forms a record of that communication and a portfolio of student work. Our primary tools for learning include, but are not limited to, Seesaw, Google Suite, Blogger, Teacher Dashboard, and Flipgrid.

Secondary

Our primary means of academic communication is through Managebac which is helpful in that it forms a record of that communication and a portfolio of student work. Our primary tools for completion of tasks are Google tools, used for writing (Google Docs), data collection and analysis (Google Forms and Sheets), presentations (Google Slides) and video discussions (Zoom/Google Meet).

OSC’s guiding principles during the COVID-19 pandemic

OSC mission

Well-being

Access

Safety

Flexibility

We will implement the OSC Mission and Vision with fidelity in
all circumstances we face to the best of
our ability.

We will prioritise student, faculty, staff health and safety
well-being over all other principles.

We will offer different learning models to ensure all of our students can access an OSC education.

We will aim to implement and enforce all proven COVID-19 risk mitigation interventions.

We will support capacity and be responsive and agile when facing changing health circumstances.
OSC’s infection prevention strategies to mitigate COVID-19
  • Meticulous hand hygiene curriculum programme, protocols, and facilities in place across the school
  • Everyone must wear an OSC signature face mask covering nose and mouth
  • Everyone must be separated by one metre apart when wearing masks
  • Building student capacity and teaching students of how to disinfect their equipment
  • School entrance screening
  • Physical distancing at all times
  • The school will not allow textbooks or other school related materials to go to and from home. Homework will only be assigned digitally
  • Student groupings based on house colours
  • A short-staggered start schedule
  • Reduced access to high-risk areas
  • Families who travel into Sri Lanka from abroad will be required to self-quarantine at home for a two-week period before entering the school
  • Fresh-air ventilation
OSC’s risk levels

OSC will assess risks regularly by focusing on multiple specific areas across the school. All risk levels will be regularly evaluated. Any school facilities closed due to Moderate Risk A and B will be determined by our Task Force, including our Medical Advisory Team.

Risk level Description of operations Learning programme

Low risk
  • Campus is open
  • School operates in existing campus condition
  • Modifications as needed to preserve guiding principles

Face to Face (F2F) or Optional Distance Learning Plan (DLP)

Moderate risk A
  • Conditional operations only when recommendations are fully met
  • Parts of facility remains closed
  • Modifications are needed to preserve guiding principles

Face to Face (F2F) or Optional Distance Learning Plan (DLP)

Moderate risk B
  • Highly discouraging operations and risks/benefits must be analysed
  • Parts of facility remains closed
  • Significant modifications are needed to preserve guiding principles

Face to Face (F2F) or

Optional Distance Learning Plan (DLP)

High risk
  • OSC has determined the risk is too high and closes campus
  • Government has called for school closures

Mandatory Distance Learning Programme (DLP)
School-wide employee training on health practices and prevention

All employees received specialised training on preventive measures and health guidelines by Samana Health Medical Advisory Team. All employees received specific training instructions for how to keep their school, classrooms, and office spaces disinfected, as well as mandatory instructions for staff while at school in terms of regular handwashing, wearing of masks, cleaning methodology and protocols, and correct use of disinfectants. Every employee, and subcontracted company employees hired for auxiliary services, underwent training to gain knowledge and skills in how to keep themselves safe and how to keep others safe.

Emotional health in the time of COVID-19

OSC prioritises well-being over academics. Our students’ social-emotional health is paramount, and we made a concerted, community-wide effort to attend to the emotional welfare of our students and staff to facilitate an optimal and safe educational environment.

OSC is a trauma-informed school In a trauma-informed school, the adults in the school community are prepared to recognise and respond to those who have been impacted by traumatic stress. Those adults include administrators, teachers, staff, and parents. In addition, students are provided with clear expectations and communication strategies to guide them through stressful situations.

Standing together in challenging times

The School revisited its budgets for the academic year 2020/21 and reallocated funds amounting to USD 84,140 for COVID-19 related operational requirements and related training.

The Board also identified the need for creating a financial support system during this period and revised the budget in May 2020, offering a USD 200,000 financial aid package to affected parents and withholding the fee increase for the first semester of SY 2020/21.