LCA’s Distance Learning Plan describes how we will ensure that learning continues in the event of a weather-related, health-related, or other disruptive school closure. The objective is for the school to continue to provide an effective education for students within 24 hours of an emergency in both the short and long-term. The Distance Learning Plan (DLP) describes LCA’s approach to distance learning; the channels we will use for communication; the technology systems we will employ by division; guidelines for how parents/guardians can support their children’s learning; and considerations tailored to make the best of challenging circumstances.

Alert and Notification Procedures

Email updates from Head of School

App Notifications to all community members

Signs posted on all main access points to campus

Notice on the school website and emails from principals and teachers

Designing the Learning Experience

At the core of LCA’s approach to distance learning is the belief that we should think differently about our priorities when responding to challenging circumstances, and we should embrace new opportunities for students to learn in authentic, meaningful ways.

LCA’s approach to distance learning begins with the assertion that the learning experiences teachers design when school is in regular session cannot be simply replicated through distance learning. In particular, the invaluable social interactions and mediation that occurs naturally among students and between teachers and students cannot be recreated in the same way.

LCA deliberately uses the term ​distance learning rather than technology-specific labels such as “virtual learning,” “e-learning,” or “online classes.” This choice reflects our conviction that quality learning can occur at a distance without solely relying on computers. LCA’s goal is for students to read, communicate, and engage in authentic learning experiences, while continuing to be physically active.

Divisional Distance Learning Plans

Click on the buttons below to access the Distance Learning Plans by division.

Guidelines for Parents

The transition to distance learning will be challenging for families. Parents will need to think differently about how to support their children; how to create structures and routines that allow their children to be successful; and how to monitor and support their children’s learning. Some students will thrive with distance learning, while others may struggle. The guidelines provided below are intended to help parents think about what they can do to help their children find success in a distance learning environment.

Establish routine and Expectations

From the first day LCA implements its Distance Learning Plan, parents need to establish routines and expectations. LCA encourages parents to set regular hours for their children’s school work. We suggest students begin their studies at 9:00 am. Keep normal bedtime routines for younger children and expect the same from your Middle School and Upper School children, too. Your children should move regularly and take periodic breaks as they study. It is important that parents set these expectations for how their children will spend their days starting as soon as distance learning is implemented, not several days later after it becomes apparent a child is struggling with the absence of routine.

Define the physical space for your child’s study
Your child may have a regular place for doing homework under normal circumstances, but this space may or may not be suitable for an extended period of time, as will be the case when this Distance Learning Plan is implemented. We encourage families to establish a space/location where their children will learn most of the time. This should be a public/family space, not in a child’s bedroom. It should be a place that can be quiet at times and have a strong wireless internet signal, if possible. Above all, it should be a space where parents are present and monitoring their children’s learning when feasible.
Monitor communications from your children’s teachers
Teachers will communicate with parents through email, when and as necessary. The frequency and detail of these communications will be determined by your children’s ages, maturity, and their degree of independence. LCA wants parents to contact their children’s teachers. However, we ask parents to remember that teachers will be communicating with dozens of other families, and that communications should be essential, succinct, and self-aware. We also encourage parents to have their children explain the technology systems (e.g.  Seesaw, Google Classroom, Schoology) teachers are using.
Begin and end each day with a check-in
Parents are encouraged to start and finish each day with a simple check-in. In the morning, ask what is your child learning today? What are their learning targets or goals? How will they spend their time? What resources do they require? What support do they need? This brief grounding conversation matters. It allows children to process the instructions they’ve received from their teachers. It helps them organize themselves and set priorities. Older students may not want to have these check-ins with parents, but they should nevertheless. Parents should establish these check-ins as regular parts of each day. Not all students thrive in a distance learning environment; some struggle with too much independence or lack of structure. These check-in routines need to be established early, before students fall behind or begin to struggle.
Take an active role in helping your children process and own their learning
In the course of a regular school day at LCA, your son or daughter engages with other students or adults dozens if not hundreds of times. These social interactions and opportunities for mediation include turning to a peer to exchange a thought or idea, participating in small or large group discussions, asking questions for clarification, collaborating on group projects, and countless other moments. While some of these social interactions will be re-created on virtual platforms, others will not. Human beings learn best when they have opportunities to process their learning with others. Beyond the check-ins recommended at the start and end of each day, parents should regularly circle back and engage with their children about what they’re learning. However, it’s important that your child own their work; don’t complete assignments for them, even when they are struggling.
Establish times for quiet and reflection
A challenge for families with multiple children will be how to manage all of their children’s needs, especially when those children are different ages and have different needs. There may be times when siblings need to work in different rooms to avoid distraction. Parents may even experiment with noise-cancelling headphones to block out distractions.
Encourage physical activity and/or exercise
Make sure your children remember to move and exercise. This is vitally important to their health, wellbeing, and to their learning. LCA’s physical education teachers will recommend activities or exercises, but it is important for parents to model and encourage exercise. Think also about how your children can pitch in more around the house with chores or other responsibilities. Don’t let your children off the hook – expect them to pitch in.
Remain mindful of your child’s stress or worry
LCA will only implement this Distance Learning Plan if a serious emergency has occurred. Should this happen, it is imperative for parents to help their children manage the worry, anxiety, and range of emotions they may experience. Difficult though it may be, do your best not to transfer your stress or worry to your children. They will be out of sorts, whether they admit it or not, and need as much normal routine as parents can provide.
Monitor how much time your child is spending online
LCA does not want its students staring at computer screens for 7-8 hours a day. We ask that parents remember most teachers are not experts in distance learning and that it will require some trial-and-error before we find the right balance between online and offline learning experiences. Principals or teachers will periodically check in with you to assess what you’re seeing at home and what we need to adjust. We thank you in advance for your patience and partnership!
Keep your children social, but set rules around their social media interactions
There’s always excitement when school closes. If LCA implements this Distance Learning Plan, the initial excitement of school being closed will fade quickly when students start missing their friends, classmates, and teachers. Help your children maintain contact with friends when circumstances permit. Please also monitor your children’s social media use, especially during an extended school closure. Older students will rely more on social media to communicate with friends. Social media apps such as SnapChat, Instagram, WhatsApp, or Facebook are ​not​ official, school-sanctioned channels of communication. LCA asks parents to monitor their children’s use of social media. Remind your children to be polite, respectful, and appropriate in their communications and to represent your family’s values in their interactions with others. A student’s written words and tone can sometimes offend or cause harm to others.

For questions about…

A piece of work, resource, learning activity or classYour teacher
A technology-related question or
A personal, academic, or social concernPre-K-8:
Grades 9-12:

Student’s Roles & Responsibilities

      • Establish daily routines for engaging in the learning experiences (e.g. 9:00 am start)
      • Identify a comfortable, quiet space in your home where you can work effectively and successfully
      • Complete assignments with integrity and academic honesty, doing your best work
      • Communicate proactively with your teachers if you cannot meet deadlines or require additional support
      • Collaborate and support your peers in their learning
      • Proactively seek out and communicate with other adults at LCA as different needs arise (see above)

For questions about…

A piece of work, resource, learning activity or classYour teacher
A technology-related question or
A personal, academic, or social concernPre-K-8:
Grades 9-12: