# data[].attributes.headline
Summer Division Leader Meeting Recording

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Summer Division Leader Meeting Recording

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6/21/23

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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6/21/23

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School Counseling Division Leaders Mtg, Summer 23

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School Counselor Staff Time Presentation

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School Counselor Staff Time Presentation

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Google Slides Version

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Direct Counseling & Program Planning in Accordance with new legislation

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Direct Counseling & Program Planning in Accordance with new legislation

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AP Seminar for English Credit Video Explanation

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AP Seminar for English Credit Video Explanation

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Short video explaining new AP Seminar SCED Code

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Safe and Supportive Schools Conference, 2023

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Safe and Supportive Schools Conference, 2023

# data[].attributes.headline
Reimagining Mental Health for VA Youth Conference

# data[].attributes.subject
Reimagining Mental Health for VA Youth Conference

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LINK isn't working on image but it is: https://forms.office.com/pages/responsepage.aspx?id=qeUKYsFOoE-GQV2fOGxzCTlpnpIZgl5Epfssi1joEoRUM1g3UjVDU1oyVTZWT1JBR0JRWU9QVUhBOS4u

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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School Counseling Division Leaders Mtg, March 2023

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JMU Courses for Provisionally Licensed SC

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JMU Courses for Provisionally Licensed SC

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Registration Intructions for JMU School Counseling Online Courses

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VSCA Updates for Sarah Bazemore March 2023

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VASC Slides - Spring Division Leader Meeting (1)

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March 2023, Division Director Update (5)

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Virginia Update on Youth Mental Health (2021)

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Registration Link & Slides
January 11, 2023 from 1 p.m.-3 p.m.

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Region Workgroup Collaborative Circle Discussion Board

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Region Workgroup Collaborative Circle Discussion Board

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January 2023, Division Director Update (2)

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CCCRI info starting on slide 55

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VACTEA Fall Conference VDOE CTE Update FINAL (1) (2)

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November, 4 2022

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Refining your toolbox TTAC flyer Word AXS

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October 2022

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November 3, 2022

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October 2022, Division Director Update (3)

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November 2, 2022

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CTE Memo: Wizard Integration with Clever

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CTE Memo: Wizard Integration with Clever

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October, 2022

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206-22 - Clever Integration with the Virginia Education Wizard

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October, 2022

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Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Graduation Requirements

First-time Transfers to a Virginia Public School

Graduation requirements - in compliance with 8VAC 20-131-60 - for a student transferring into a Virginia public school for the first time in grades 9-12, depends on the grade the student is transferring into and when in the school year the student is transferring.

A student is considered to have transferred:

at the beginning of the school year if 20 or fewer hours of instruction have been completed.

during the school year if more than 20 hours of instruction has been completed.

Federal law requires each student to be tested in mathematics at least once during high school, therefore some students will be required to complete a mathematics end-of-course test in high school if one was not completed prior to enrolling in a Virginia public high school.

Students entering a Virginia high school during the tenth grade or later may benefit by having to earn a reduced number of verified credits, as stated in 8VAC20-131-60.G, and summarized in Requirements for First-time Transfers to a Virginia Public School by Grade Level and School Year Overview (Word) and in the following table.

At the beginning of or during ninth grade

At the beginning of or during tenth grade

At the beginning of eleventh grade

All requirements of 8VAC20-131-50 , except:

All requirements of 8VAC20-131-50 , except:

During eleventh grade

All requirements of 8VAC20-131-50 , except:

For a Standard diploma, only two verified credits required: English (1), and student-selected (1). The student-selected credits must be in mathematics if mathematics testing is required by federal law.

For an Advanced Studies diploma, only four verified credits required: English (1), and student-selected (3). One of the student-selected credits must be in mathematics if mathematics testing is required by federal law.

All requirements of 8VAC20-131-50 , except:

All requirements of 8VAC20-131-51 , except only two verified credits required: English and mathematics, if mathematics testing required by federal law, otherwise verified credit may be of student's own choosing.

At the beginning of twelfth grade

During twelfth grade

Students should be given every opportunity to earn a diploma following the graduation requirements in 8VAC20-131-50 . If not possible, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified credit requirements may be requested by the local school board to the Virginia Department of Education.

Students should be given every opportunity to earn a diploma following the graduation requirements in 8VAC20-131-50 . If not possible, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified credit requirements may be requested by the local school board to the Virginia Department of Education.

Students should be given every opportunity to earn a diploma following the graduation requirements in 8VAC20-131-50 . If not possible, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified credit requirements may be requested by the local school board to the Virginia Department of Education.

Students should be given every opportunity to earn a diploma following the graduation requirements in 8VAC20-131-50 . If not possible, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified credit requirements may be requested by the local school board to the Virginia Department of Education.

Students should be given every opportunity to earn a diploma following the graduation requirements in 8VAC20-131-51 . If not possible, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified credit requirements may be requested by the local school board to the Virginia Department of Education.

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A. The provisions of this section pertain generally to students who transfer into Virginia high schools. Students transferring in grades kindergarten through 8 from Virginia public schools or nonpublic schools accredited by one of the approved accrediting constituent members of the Virginia Council for Private Education (VCPE) shall be given recognition for all grade-level work completed. The academic record of students transferring from all other schools shall be evaluated to determine appropriate grade placement in accordance with policies adopted by the local school board. The State Testing Identifier (STI) for students who transfer into a Virginia public school from another Virginia public school shall be retained by the receiving school.

B. For the purposes of this section, the term "beginning" means within the first 20 hours of instruction per course. The term "during" means after the first 20 hours of instruction per course.

C. Standard or verified units of credit earned by a student in a Virginia public school shall be transferable without limitation regardless of the accreditation status of the Virginia public school in which the credits were earned. Virginia public schools shall accept standard and verified units of credit from other Virginia public schools, Virginia's virtual learning program, Virtual Virginia, and state-operated programs. Standard units of credit also shall be accepted for courses satisfactorily completed in accredited colleges and universities when prior written approval of the principal has been granted or the student has been given credit by the previous school attended.

D. A secondary school shall accept credits toward graduation received from Virginia nonpublic schools accredited by one of the approved accrediting constituent members of the VCPE. The board shall maintain contact with the VCPE and may periodically review its accrediting procedures and policies as part of its policies under this section.

Nothing in these standards shall prohibit a public school from accepting standard units of credit toward graduation awarded to students who transfer from all other schools when the courses for which the student receives credit generally match the description of or can be substituted for courses for which the receiving school gives standard credit, and the school from which the child transfers certifies that the courses for which credit is given meet the requirements of 8VAC20-131-110 A.

E. The academic record of a student transferring from other Virginia public schools shall be sent directly to the school receiving the student upon request of the receiving school in accordance with the provisions of 8VAC20-150, Management of the Student's Scholastic Record in the Public Schools of Virginia. The State Testing Identifier (STI) for students who transfer into a Virginia public school from another Virginia public school shall be retained by the receiving school.

F. The academic record of a student transferring into Virginia public schools from other than a Virginia public school shall be evaluated to determine the number of standard units of credit that have been earned, including credit from schools outside the United States, and the number of verified units of credit needed to graduate in accordance with subsection G of this section. Standard units of credit also shall be accepted for courses satisfactorily completed in accredited colleges and universities when the student has been given credit by the previous school attended.

Students transferring above the tenth grade from schools or other education programs that do not require or give credit for health and physical education shall not be required to take these courses to meet graduation requirements.

Students transferring into a Virginia public school from other than a Virginia public school shall earn no fewer than the number of verified units listed in subdivision G 1 or G 2 of this section. The school division shall accept the following tests from the sending state, country, private school, or Department of Defense Educational Activity school for the purpose of awarding verified units of credit in courses previously completed at another school or program of study, for the purpose of awarding a Virginia high school diploma:

1. End-of-course tests required for graduation by the sending state;

2. Exit tests required for graduation by the sending state; and

3. National norm-referenced achievement tests. When students transfer to a Virginia public school from a state that requires a national norm-referenced achievement test, and that state education agency has set a "cut score" or passing score for the purpose of graduation, the school division shall accept the test for the purpose of awarding a verified credit if the test includes some content in a subject for which a verified credit may be awarded. If that state education agency has not set a cut score for the norm-referenced test, the test may not be used for the purpose of awarding a verified credit or earning a high school diploma.

Any substitute test approved by the board for verified credit shall be accepted in lieu of the applicable SOL tests if the applicable standard credit has been earned by the student.

The sending state's test must include content in the subjects for which verified credit is awarded. The test does not have to be comparable to a Virginia SOL test, so long as the test includes some content in the subject area. If the test includes some content from more than one subject, verified credits shall be awarded for every subject area covered by the test.

G. Students entering a Virginia public high school for the first time after the tenth grade shall earn as many credits as possible toward the prescribed graduation requirements. However, schools may substitute courses required in other states in the same content area if the student is unable to meet the specific content requirements of 8VAC20-131-50 or 8VAC20-131-51, respectively, without taking a heavier than normal course load in any semester, by taking summer school, or by taking courses after the time when the student otherwise would have graduated.

The graduation requirements for students transferring into a Virginia high school for the first time shall be as follows:

1. For a Standard Diploma:

a. Students entering a Virginia high school for the first time at the beginning of or during the ninth grade prior to the 2018-2019 school year shall meet the graduation requirements prescribed in 8VAC20-131-50. Students entering a Virginia high school for the first time at the beginning of or during the ninth grade in the 2018-2019 school year or thereafter shall meet the graduation requirements prescribed in 8VAC20-131-51.

b. Students entering a Virginia high school for the first time at the beginning of or during the tenth grade prior to the 2019-2020 school year or at the beginning of the eleventh grade prior to the 2020-2021 school year shall meet the graduation requirements prescribed in 8VAC20-131-50, except that such students shall only be required to earn a minimum of four verified units of credit: one each in English, mathematics, history, and science. Students entering a Virginia high school for the first time at the beginning of or during the tenth grade in the 2019-2020 school year or thereafter or at the beginning of the eleventh grade in the 2020-2021 school year or thereafter, shall meet the graduation requirements prescribed in 8VAC20-131-51.

c. Students entering a Virginia high school for the first time during the eleventh grade prior to the 2020-2021 school year or at the beginning of the twelfth grade prior to the 2021-2022 school year shall meet the graduation requirements prescribed in 8VAC20-131-50, except that such students shall only be required to earn a minimum of two verified units of credit: one in English and one in mathematics if participation in mathematics testing is required by federal law, otherwise, such verified credit may be of the student's own choosing. Students entering a Virginia high school for the first time during the eleventh grade in the 2020-2021 school year or thereafter, or at the beginning of twelfth grade in the 2021-2022 school year or thereafter, shall meet the graduation requirements prescribed in 8VAC20-131-51, except that such students shall only be required to earn a minimum of two verified units of credit: one in English and one in mathematics if participation in mathematics testing is required by federal law, otherwise, such verified credit may be of the student's own choosing.

d. Students transferring after 20 instructional hours per course of their senior or twelfth grade year shall be given every opportunity to earn a diploma following the graduation requirements prescribed in 8VAC20-131-50 for students entering prior to the 2021-2022 school year, or following the graduation requirements prescribed in 8VAC20-131-51 for students entering in the 2021-2022 school year or thereafter. If it is not possible for the student to meet the requirements for a diploma, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified unit of credit requirements may be available to the student. The Department of Education may grant such waivers upon request by the local school board in accordance with guidelines prescribed by the board.

2. For an Advanced Studies Diploma:

a. Students entering a Virginia high school for the first time at the beginning of or during the ninth grade prior to the 2018-2019 school year shall earn credit as prescribed in 8VAC20-131-50. Students entering a Virginia high school for the first time at the beginning of or during the ninth grade in the 2018-2019 school year or thereafter shall earn credit as prescribed in 8VAC20-131-51.

b. Students entering a Virginia high school for the first time at the beginning of or during the tenth grade prior to the 2019-2020 school year or at the beginning of the eleventh grade prior to the 2020-2021 school year shall meet the graduation requirements prescribed in 8VAC20-131-50, except that such students shall only be required toearn a minimum of six verified units of credit: two in English and one each in mathematics, history, and science and one of the student's own choosing. Students entering a Virginia high school for the first time at the beginning of or during the tenth grade in the 2019-2020 school year or thereafter or at the beginning of the eleventh grade in the 2020-2021 school year or thereafter shall earn credit as prescribed in 8VAC20-131-51.

c. Students entering a Virginia high school for the first time during the eleventh grade prior to the 2020-2021 school year or at the beginning of the twelfth grade prior to the 2021-2022 school year shall meet the graduation requirements prescribed in 8VAC20-131-50, except that such students shall only be required to earn a minimum of four verified units of credit: one in English, one in mathematics if required participation in mathematics testing is required by federal law, otherwise such verified credit may be of the student's own choosing, and two additional verified credits of the student's own choosing. Students entering a Virginia high school for the first time during the eleventh grade in the 2020-2021 school year or thereafter, or at the beginning of the twelfth grade in the 2021-2022 school year or thereafter, shall meet the graduation requirements prescribed in 8VAC20-131-51, except that such students shall only be required to earn a minimum of two verified units of credit: one in English, and one in mathematics if required participation in mathematics testing is required by federal law, otherwise such verified credit may be of the student's own choosing.

d. Students transferring after 20 instructional hours per course of their senior or twelfth grade year shall be given every opportunity to earn a diploma following the graduation requirements prescribed in 8VAC20-131-50 for students entering prior to the 2021-2022 school year, or following the graduation requirements prescribed in 8VAC20-131-51 for students entering in the 2021-2022 school year or thereafter. If it is not possible for the student to meet the requirements for a diploma, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified unit of credit requirements may be available to the student. The Department of Education may grant such waivers upon request by the local school board in accordance with guidelines prescribed by the board.

3. For an Applied Studies Diploma: In accordance with the requirements of the Standards of Quality, students with disabilities who complete the requirements of their Individualized Education Plan and do not meet the requirements for other diplomas shall be awarded Applied Studies Diplomas in accordance with state and federal laws and regulations regarding special education.

Students who pursue an Applied Studies Diploma shall be allowed to pursue a Standard Diploma or an Advanced Studies Diploma at any time during high school. Such students shall not be excluded from courses or tests required to earn these diplomas.

4. For a Certificate of Program Completion: In accordance with the requirements of the Standards of Quality, students who complete prescribed programs of studies defined by the local school board, but do not qualify for a Standard Diploma, an Advanced Studies Diploma, or an Applied Studies Diploma shall be awarded Certificates of Program Completion. The requirements for Certificates of Program Completion are developed by local school boards in accordance with the Standards of Quality.

H. Any local school division receiving approval to increase its course credit requirements for a diploma may not deny either the Standard Diploma or the Advanced Studies Diploma to any transfer student who has otherwise met the requirements contained in these standards if the transfer student can only meet the division's additional requirements by taking a heavier than normal course load in any semester, by taking summer school, or by taking courses after the time when the student otherwise would have graduated.

I. The transcript of a student who graduates or transfers from a Virginia secondary school shall conform to the requirements of 8VAC20-160, Regulations Governing Secondary School Transcripts.

J. The accreditation status of a high school shall not be included on the student transcript provided to colleges, universities, or employers. The board expressly states that any student who has met the graduation requirements and has received a Virginia diploma holds a diploma that should be recognized as equal to any other Virginia diploma of the same type, regardless of the accreditation status of the student's high school. It is the express policy of the board that no student shall be affected by the accreditation status of the student's school. The board shall take appropriate action, from time to time, to ensure that no student is affected by the accreditation status of the student's school.

Statutory Authority

Historical Notes

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A. The provisions of this section pertain generally to students who transfer into Virginia high schools. Students transferring in grades kindergarten through 8 from Virginia public schools or nonpublic schools accredited by one of the approved accrediting constituent members of the Virginia Council…

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Chapter 620. Regulations Regarding School Guidance and Counseling Programs in the Public Schools of Virginia

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Chapter 620. Regulations Regarding School Guidance and Counseling Programs in the Public Schools of Virginia

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Includes parent permission information

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Chapter 620. Regulations Regarding School Guidance and Counseling Programs in the Public Schools of Virginia

8VAC20-620-10. School guidance and counseling services.

A. Pursuant to the Standards of Quality, each school shall make reasonably available, with available resources, to all students the following guidance and counseling services:

1. Academic guidance which assists students and their parents to acquire knowledge of the curricula choices available to students, to plan a program of studies, to arrange and interpret academic testing, and to seek post-secondary academic opportunities;

2. Career guidance which helps students to acquire information and plan action about work, jobs, apprenticeships, and post-secondary educational and career opportunities;

3. Personal/social counseling which assists a student to develop an understanding of themselves, the rights and needs of others, how to resolve conflict and to define individual goals, reflecting their interests, abilities and aptitudes. Such counseling may be provided either (i) in groups (e.g., all fifth graders) in which generic issues of social development are addressed or (ii) through structured individual or small group multi-session counseling which focuses on the specific concerns of the participant (e.g., divorce, abuse or aggressive behavior).

B. No student shall be required to participate in any counseling program to which the student's parents object.

C. On or before July 1, 1996, each local school board in Virginia shall adopt a policy, consistent with subdivisions A and B of this section, concerning school guidance and counseling programs in the schools under its jurisdiction. At a minimum, each local school board policy shall contain the following:

1. A provision for written notification, at least annually, to parents about the academic and career guidance and personal/social counseling programs which are available to their children. The notification shall include the purpose and general description of the programs, information regarding ways parents may review materials to be used in guidance and counseling programs at their child's school and information about the procedures by which parents may limit their child's participation in such programs.

2. A provision prohibiting the use of counseling techniques which are beyond the scope of the professional certification or training of counselors, including hypnosis, or other psychotherapeutic techniques that are normally employed in medical or clinical settings and focus on mental illness or psychopathology.

3. A provision requiring that information and records of personal/social counseling be kept confidential and separate from a student's educational records and not disclosed to third parties without prior parental consent or as otherwise provided by law.

4. A provision with respect to personal/social counseling setting forth either (i) the procedures by which parents can elect in writing to have their child not participate ("opt-out") or (ii) at the option of the local school board, if the local board determines that affirmative parental consent is required to participate in such counseling ("opt-in"), the procedures by which such affirmative consent may be given and withdrawn. In issuing such policy, the local board may distinguish between group and individual or small group counseling as defined in subdivision A 3 of this section. In no event shall a local board require affirmative parental consent for short duration personal/social counseling, which is needed to maintain order, discipline or a productive learning environment.

5. In the event that the local board elects to require affirmative parental consent ("opt-in") under subdivision 4 of this subsection, a provision setting forth the procedures, if any, under which school officials may permit personal/social counseling for children whom they believe would benefit from such counseling, but whose parents fail to respond either affirmatively or negatively to reasonable requests for consent.

6. Such other provisions as the local school board may deem appropriate.

D. Before adopting any such policy, or any amendment thereto, each local school board shall provide for public participation and comment.

Statutory Authority

§ 22.1-16 of the Code of Virginia.

Historical Notes

Derived from Virginia Register Volume 12, Issue 11, eff. March 20, 1996.

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8VAC20-620-10. School guidance and counseling services.

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8VAC20-620-10. School guidance and counseling services.

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A. The provisions of this section pertain generally to students who transfer into Virginia high schools. Students transferring in grades kindergarten through 8 from Virginia public schools or nonpublic schools accredited by one of the approved accrediting constituent members of the Virginia Council for Private Education (VCPE) shall be given recognition for all grade-level work completed. The academic record of students transferring from all other schools shall be evaluated to determine appropriate grade placement in accordance with policies adopted by the local school board. The State Testing Identifier (STI) for students who transfer into a Virginia public school from another Virginia public school shall be retained by the receiving school.

B. For the purposes of this section, the term "beginning" means within the first 20 hours of instruction per course. The term "during" means after the first 20 hours of instruction per course.

C. Standard or verified units of credit earned by a student in a Virginia public school shall be transferable without limitation regardless of the accreditation status of the Virginia public school in which the credits were earned. Virginia public schools shall accept standard and verified units of credit from other Virginia public schools, Virginia's virtual learning program, Virtual Virginia, and state-operated programs. Standard units of credit also shall be accepted for courses satisfactorily completed in accredited colleges and universities when prior written approval of the principal has been granted or the student has been given credit by the previous school attended.

D. A secondary school shall accept credits toward graduation received from Virginia nonpublic schools accredited by one of the approved accrediting constituent members of the VCPE. The board shall maintain contact with the VCPE and may periodically review its accrediting procedures and policies as part of its policies under this section.

Nothing in these standards shall prohibit a public school from accepting standard units of credit toward graduation awarded to students who transfer from all other schools when the courses for which the student receives credit generally match the description of or can be substituted for courses for which the receiving school gives standard credit, and the school from which the child transfers certifies that the courses for which credit is given meet the requirements of 8VAC20-131-110 A.

E. The academic record of a student transferring from other Virginia public schools shall be sent directly to the school receiving the student upon request of the receiving school in accordance with the provisions of 8VAC20-150, Management of the Student's Scholastic Record in the Public Schools of Virginia. The State Testing Identifier (STI) for students who transfer into a Virginia public school from another Virginia public school shall be retained by the receiving school.

F. The academic record of a student transferring into Virginia public schools from other than a Virginia public school shall be evaluated to determine the number of standard units of credit that have been earned, including credit from schools outside the United States, and the number of verified units of credit needed to graduate in accordance with subsection G of this section. Standard units of credit also shall be accepted for courses satisfactorily completed in accredited colleges and universities when the student has been given credit by the previous school attended.

Students transferring above the tenth grade from schools or other education programs that do not require or give credit for health and physical education shall not be required to take these courses to meet graduation requirements.

Students transferring into a Virginia public school from other than a Virginia public school shall earn no fewer than the number of verified units listed in subdivision G 1 or G 2 of this section. The school division shall accept the following tests from the sending state, country, private school, or Department of Defense Educational Activity school for the purpose of awarding verified units of credit in courses previously completed at another school or program of study, for the purpose of awarding a Virginia high school diploma:

1. End-of-course tests required for graduation by the sending state;

2. Exit tests required for graduation by the sending state; and

3. National norm-referenced achievement tests. When students transfer to a Virginia public school from a state that requires a national norm-referenced achievement test, and that state education agency has set a "cut score" or passing score for the purpose of graduation, the school division shall accept the test for the purpose of awarding a verified credit if the test includes some content in a subject for which a verified credit may be awarded. If that state education agency has not set a cut score for the norm-referenced test, the test may not be used for the purpose of awarding a verified credit or earning a high school diploma.

Any substitute test approved by the board for verified credit shall be accepted in lieu of the applicable SOL tests if the applicable standard credit has been earned by the student.

The sending state's test must include content in the subjects for which verified credit is awarded. The test does not have to be comparable to a Virginia SOL test, so long as the test includes some content in the subject area. If the test includes some content from more than one subject, verified credits shall be awarded for every subject area covered by the test.

G. Students entering a Virginia public high school for the first time after the tenth grade shall earn as many credits as possible toward the prescribed graduation requirements. However, schools may substitute courses required in other states in the same content area if the student is unable to meet the specific content requirements of 8VAC20-131-50 or 8VAC20-131-51, respectively, without taking a heavier than normal course load in any semester, by taking summer school, or by taking courses after the time when the student otherwise would have graduated.

The graduation requirements for students transferring into a Virginia high school for the first time shall be as follows:

1. For a Standard Diploma:

a. Students entering a Virginia high school for the first time at the beginning of or during the ninth grade prior to the 2018-2019 school year shall meet the graduation requirements prescribed in 8VAC20-131-50. Students entering a Virginia high school for the first time at the beginning of or during the ninth grade in the 2018-2019 school year or thereafter shall meet the graduation requirements prescribed in 8VAC20-131-51.

b. Students entering a Virginia high school for the first time at the beginning of or during the tenth grade prior to the 2019-2020 school year or at the beginning of the eleventh grade prior to the 2020-2021 school year shall meet the graduation requirements prescribed in 8VAC20-131-50, except that such students shall only be required to earn a minimum of four verified units of credit: one each in English, mathematics, history, and science. Students entering a Virginia high school for the first time at the beginning of or during the tenth grade in the 2019-2020 school year or thereafter or at the beginning of the eleventh grade in the 2020-2021 school year or thereafter, shall meet the graduation requirements prescribed in 8VAC20-131-51.

c. Students entering a Virginia high school for the first time during the eleventh grade prior to the 2020-2021 school year or at the beginning of the twelfth grade prior to the 2021-2022 school year shall meet the graduation requirements prescribed in 8VAC20-131-50, except that such students shall only be required to earn a minimum of two verified units of credit: one in English and one in mathematics if participation in mathematics testing is required by federal law, otherwise, such verified credit may be of the student's own choosing. Students entering a Virginia high school for the first time during the eleventh grade in the 2020-2021 school year or thereafter, or at the beginning of twelfth grade in the 2021-2022 school year or thereafter, shall meet the graduation requirements prescribed in 8VAC20-131-51, except that such students shall only be required to earn a minimum of two verified units of credit: one in English and one in mathematics if participation in mathematics testing is required by federal law, otherwise, such verified credit may be of the student's own choosing.

d. Students transferring after 20 instructional hours per course of their senior or twelfth grade year shall be given every opportunity to earn a diploma following the graduation requirements prescribed in 8VAC20-131-50 for students entering prior to the 2021-2022 school year, or following the graduation requirements prescribed in 8VAC20-131-51 for students entering in the 2021-2022 school year or thereafter. If it is not possible for the student to meet the requirements for a diploma, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified unit of credit requirements may be available to the student. The Department of Education may grant such waivers upon request by the local school board in accordance with guidelines prescribed by the board.

2. For an Advanced Studies Diploma:

a. Students entering a Virginia high school for the first time at the beginning of or during the ninth grade prior to the 2018-2019 school year shall earn credit as prescribed in 8VAC20-131-50. Students entering a Virginia high school for the first time at the beginning of or during the ninth grade in the 2018-2019 school year or thereafter shall earn credit as prescribed in 8VAC20-131-51.

b. Students entering a Virginia high school for the first time at the beginning of or during the tenth grade prior to the 2019-2020 school year or at the beginning of the eleventh grade prior to the 2020-2021 school year shall meet the graduation requirements prescribed in 8VAC20-131-50, except that such students shall only be required toearn a minimum of six verified units of credit: two in English and one each in mathematics, history, and science and one of the student's own choosing. Students entering a Virginia high school for the first time at the beginning of or during the tenth grade in the 2019-2020 school year or thereafter or at the beginning of the eleventh grade in the 2020-2021 school year or thereafter shall earn credit as prescribed in 8VAC20-131-51.

c. Students entering a Virginia high school for the first time during the eleventh grade prior to the 2020-2021 school year or at the beginning of the twelfth grade prior to the 2021-2022 school year shall meet the graduation requirements prescribed in 8VAC20-131-50, except that such students shall only be required to earn a minimum of four verified units of credit: one in English, one in mathematics if required participation in mathematics testing is required by federal law, otherwise such verified credit may be of the student's own choosing, and two additional verified credits of the student's own choosing. Students entering a Virginia high school for the first time during the eleventh grade in the 2020-2021 school year or thereafter, or at the beginning of the twelfth grade in the 2021-2022 school year or thereafter, shall meet the graduation requirements prescribed in 8VAC20-131-51, except that such students shall only be required to earn a minimum of two verified units of credit: one in English, and one in mathematics if required participation in mathematics testing is required by federal law, otherwise such verified credit may be of the student's own choosing.

d. Students transferring after 20 instructional hours per course of their senior or twelfth grade year shall be given every opportunity to earn a diploma following the graduation requirements prescribed in 8VAC20-131-50 for students entering prior to the 2021-2022 school year, or following the graduation requirements prescribed in 8VAC20-131-51 for students entering in the 2021-2022 school year or thereafter. If it is not possible for the student to meet the requirements for a diploma, arrangements should be made for the student's previous school to award the diploma. If these arrangements cannot be made, a waiver of the verified unit of credit requirements may be available to the student. The Department of Education may grant such waivers upon request by the local school board in accordance with guidelines prescribed by the board.

3. For an Applied Studies Diploma: In accordance with the requirements of the Standards of Quality, students with disabilities who complete the requirements of their Individualized Education Plan and do not meet the requirements for other diplomas shall be awarded Applied Studies Diplomas in accordance with state and federal laws and regulations regarding special education.

Students who pursue an Applied Studies Diploma shall be allowed to pursue a Standard Diploma or an Advanced Studies Diploma at any time during high school. Such students shall not be excluded from courses or tests required to earn these diplomas.

4. For a Certificate of Program Completion: In accordance with the requirements of the Standards of Quality, students who complete prescribed programs of studies defined by the local school board, but do not qualify for a Standard Diploma, an Advanced Studies Diploma, or an Applied Studies Diploma shall be awarded Certificates of Program Completion. The requirements for Certificates of Program Completion are developed by local school boards in accordance with the Standards of Quality.

H. Any local school division receiving approval to increase its course credit requirements for a diploma may not deny either the Standard Diploma or the Advanced Studies Diploma to any transfer student who has otherwise met the requirements contained in these standards if the transfer student can only meet the division's additional requirements by taking a heavier than normal course load in any semester, by taking summer school, or by taking courses after the time when the student otherwise would have graduated.

I. The transcript of a student who graduates or transfers from a Virginia secondary school shall conform to the requirements of 8VAC20-160, Regulations Governing Secondary School Transcripts.

J. The accreditation status of a high school shall not be included on the student transcript provided to colleges, universities, or employers. The board expressly states that any student who has met the graduation requirements and has received a Virginia diploma holds a diploma that should be recognized as equal to any other Virginia diploma of the same type, regardless of the accreditation status of the student's high school. It is the express policy of the board that no student shall be affected by the accreditation status of the student's school. The board shall take appropriate action, from time to time, to ensure that no student is affected by the accreditation status of the student's school.

Statutory Authority

Historical Notes

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A. The provisions of this section pertain generally to students who transfer into Virginia high schools. Students transferring in grades kindergarten through 8 from Virginia public schools or nonpublic schools accredited by one of the approved accrediting constituent members of the Virginia Council…

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Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Graduation Requirements

News & Announcements

Revised Emergency Guidelines for Locally-Awarded Verified Credits

On January 28, 2021, the Board of Education revised eligibility criteria and processes for the administration of locally-awarded verified credit due to the ongoing impacts of COVID-19. Please see the Board of Education's Emergency Guidelines for Locally-Awarded Verified Credits (Word) for details on locally-awarded verified credit options.

Credit Accommodations for the Advanced Studies Diploma

There is one credit accomodation available for the advanced studies diploma. This alternative for students to meet the world language requirement is available to students with an individualized education program (IEP) that specifies a credit accomodation for world languages.

§ 22.1-253.13:4. Permit a student who is pursuing an Advanced Studies Diploma and whose individualized education program specifies a credit accommodation for world language to substitute two standard units of credit in computer science for two standard units of credit in a world language. For any student that elects to substitute a credit in computer science for credit in world language, his or her school counselor must provide notice to the student and parent or guardian of possible impacts related to college entrance requirements.

Credit Accommodations for the Standard Diploma

Credit accommodations provide alternatives for students with disabilities in earning the standard and verified credits required to graduate with a Standard Diploma.

Credit accommodations for students with disabilities may include:

Alternative courses to meet the standard credit requirements

Modifications to the requirements for locally awarded verified credits

Additional tests approved by the Board of Education for earning verified credits

Adjusted cut scores on tests for earning verified credits

Allowance of work-based learning experiences through career and technical education (CTE) courses

Credit Accommodations

Credit accommodations provide alternatives for students with disabilities in earning the standard and verified credits required to graduate with a Standard Diploma.

Credit accommodations for students with disabilities may include:

Alternative courses to meet the standard credit requirements

Modifications to the requirements for locally awarded verified credits

Additional tests approved by the Board of Education for earning verified credits

Adjusted cut scores on tests for earning verified credits

Allowance of work-based learning experiences through career and technical education (CTE) courses

Permissible Credit Accommodations for Standard Credits

1. Local school boards may deliver the Personal Finance course (3120) to include the 21 Work Readiness Skills (WRS) for the Commonwealth. This augmented course may be used to meet the Economics and Personal Finance requirement when the student has earned at least 3 standard credits in history and social science. Upon completion of the augmented Personal Finance course, the student may take the WRS assessment to earn the Board-approved WRS credential. This approach would satisfy the graduation requirements for economics and personal finance, history/social science, and the workplace credential.

2. Parts I and II of certain required courses may be used to each earn a standard credit towards the total number required in the subject area. Students must complete both parts of the course in order to earn the standard credits. They may earn no more than three content area standard credits by taking these two-part courses. The remaining credit could be used as an elective credit.

Permissible Credit Accommodations for Verified Credits

1. For students with credit accommodations, an additional or substitute test, approved by the Board of Education using the criteria in 8VAC20-131-110(C) may be used to earn verified credit. Refer to Substitute Tests for Verified Credit for the list of approved tests.

2. Local school boards may offer the opportunity for the expedited retake of end-of-course SOL tests as provided in 8VAC20-131-110(D), with the exception of the English writing SOL tests. The criteria included in the guidance for "Expedited Retake," should be followed; however, the narrow margin criteria for students who qualify for credit accommodations is defined as a scaled score of 350-374, rather than 375-399.

Locally Awarded Verified Credit Policy

Local school boards may award locally awarded verified credits to students with credit accommodations following the same criteria applicable to all students as provided in 8VAC20-131-110(B) of the Standards of Accreditation. To be eligible to earn locally awarded verified credits in English, mathematics, science, or history/social science, a student must:

1. Pass the high school course,

2. Score within a 375-399 scale score range on any administration of the SOL test after taking the test at least twice, and

3. Demonstrate achievement in the academic content through an appeal process administered at the local level.

Students with credit accommodations earning a Standard Diploma are not subject to the limit on the number of locally-awarded verified credits that may be earned.
For more information on locally awarded verified credits, please refer to Credits for Graduation.

Special Permission Credit Accommodation

The special permission credit accommodation permits local school boards to award locally awarded verified credits in reading, writing, mathematics, science, and history/social science to certain students with disabilities that score below a 375 score on the SOL test, after taking the test at least once. To be eligible, a student must:

1. Pass the high school course based on a non-modified curriculum,

2. Score below 375 on the SOL test,

3. Have a documented disability that presents a unique or significant challenge to the degree that the student is unable to demonstrate knowledge of the course content on the SOL test using available accommodations, and

4. Demonstrate achievement in the academic content through an appeal process administered at the local level.

The decision to consider a special permission credit accommodation should be made through the IEP and/or 504 review process. School divisions must submit a Special Permission Credit Accommodation Form to VDOE for each student being considered for a locally awarded verified credit with a SOL scaled score below 375. The form must include documentation regarding the disability that prevents the student from fully demonstrating their knowledge of the course content on the SOL test despite having accommodations. This documentation should include evidence of the use or consideration of other credit accommodations and other substitute assessment options.

The special permission credit accommodation was added to provide those students with disabilities who previously might have used the Virginia Substitute Evaluation Program (VSEP) with a pathway to earn the necessary verified credits to obtain a standard diploma.

Credit Accommodation Resources

Resources to assist special education directors, division directors of testing, school counselors, and Individualized Education Program (IEP) teams are available:

Guidance on the Use of Credit Accommodations

Sample Forms

Additional Resources

Comparison of Credit Requirements

While credit accommodations provide alternate pathways and flexibility, students receiving accommodations must earn the 22 standard credits and six verified credits required to graduate with a Standard Diploma. In contrast, only 20 standard credits and 0 verified credits are required for the Modified Standard Diploma.

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VDOE :: Credit Accommodations for Students with Disabilities

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Guidance Document Governing Certain Provisions of the Regulations Stablishing SOA (March 2021)

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Guidance Document Governing Certain Provisions of the Regulations Stablishing SOA (March 2021)

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So much essential information here! Especially around graduation requirements.

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Enrolling and Supporting Afghan Refugee Students 

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Enrolling and Supporting Afghan Refugee Students 

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Supporting Social Emotional Needs of Afghan Refugee Students

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A. Each school board shall establish, within its existing programs or as a separate program, a character education program in its schools, which may occur during the regular school year, during the summer in a youth development academy offered by the school division, or both. The Department of Education shall develop curricular guidelines for school divisions to use in establishing a character education program through a summer youth development academy. The purpose of the character education program shall be to instill in students civic virtues and personal character traits so as to improve the learning environment, promote student achievement, reduce disciplinary problems, and develop civic-minded students of high character. The components of each program shall be developed in cooperation with the students, their parents, and the community at large. The basic character traits taught may include (i) trustworthiness, including honesty, integrity, reliability, and loyalty; (ii) respect, including the precepts of the Golden Rule, tolerance, and courtesy; (iii) responsibility, including hard work, economic self-reliance, accountability, diligence, perseverance, and self-control; (iv) fairness, including justice, consequences of bad behavior, principles of nondiscrimination, and freedom from prejudice; (v) caring, including kindness, empathy, compassion, consideration, generosity, and charity; and (vi) citizenship, including patriotism, the Pledge of Allegiance, respect for the American flag, concern for the common good, respect for authority and the law, and community-mindedness.

Classroom instruction may be used to supplement a character education program; however, each program shall be interwoven into the school procedures and environment and structured to instruct primarily through example, illustration, and participation, in such a way as to complement the Standards of Learning. The program shall also address the inappropriateness of bullying, as defined in § 22.1-276.01.

This provision is intended to educate students regarding those core civic values and virtues that are efficacious to civilized society and are common to the diverse social, cultural, and religious groups of the Commonwealth. Consistent with this purpose, Virginia's civic values, which are the principles articulated in the Bill of Rights (Article I) of the Constitution of Virginia and the ideals reflected in the seal of the Commonwealth, as described in § 1-500, may be taught as representative of such civic values. Nothing herein shall be construed as requiring or authorizing the indoctrination in any particular religious or political belief.

B. The Board of Education shall establish criteria for character education programs consistent with the provisions of this section. The Department of Education shall assist school divisions in implementing character education programs and practices that are designed to promote the development of personal qualities as set forth in this section and the Standards of Quality and that will improve family and community involvement in the public schools. With such funds as are made available for this purpose, the Department of Education shall provide resources and technical assistance to school divisions regarding successful character education programs and shall (i) identify and analyze effective character education programs and practices and (ii) collect and disseminate among school divisions information regarding such programs and practices and potential funding and support sources. The Department of Education may also provide resources supporting professional development for administrators and teachers in the delivery of any character education programs.

C. The Department of Education shall award, with such funds as are appropriated for this purpose, grants to school boards for the implementation of innovative character education programs, including a summer youth development academy.

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§ 22.1-208.01. Character education required

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A. Each school board shall establish, within its existing programs or as a separate program, a character education program in its schools, which may occur during the regular school year, during the summer in a youth development academy offered by the school division, or both. The Department of Educa…

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8VAC20-131-140. College and career readiness; career exposure, exploration, and planning; and opportunities for postsecondary credit.

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8VAC20-131-140. College and career readiness; career exposure, exploration, and planning; and opportunities for postsecondary credit.

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ACP & ACPP Requirements

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8VAC20-131-140. College and career readiness; career exposure, exploration, and planning; and opportunities for postsecondary credit.

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A. Each middle and secondary school shall provide for the early identification and enrollment of students in a program with a range of educational and academic experiences related to college and career readiness in and outside the classroom, including an emphasis on experiences that will motivate di…

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§ 22.1-291.1:1. School counselors; staff time.

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§ 22.1-291.1:1. School counselors; staff time.

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Each school counselor employed by a school board in a public elementary or secondary school shall spend at least 80 percent of his staff time during normal school hours in the direct counseling of individual students or groups of students.

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Each school counselor employed by a school board in a public elementary or secondary school shall spend at least 80 percent of his staff time during normal school hours in the direct counseling of individual students or groups of students.

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Each school counselor employed by a school board in a public elementary or secondary school shall spend at least 80 percent of his staff time during normal school hours in the direct counseling of individual students or groups of students.

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Localities have options for the secondary school transcript format. They may use the Department of Education model or develop their own following board regulations. Localities may also use a digital data exchange format for electronic transcript transmission. The accreditation status of a high school shall not be included on the student transcript provided to colleges, universities, or employers.

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For grad students OR brand new school counselors! Also a great webinar for school counselors new to VA!

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School Counselor License Renewal Webinar Series

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School Counselor License Renewal Webinar Series

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Virginia Code ( ) requires that every person seeking initial licensure or renewal of a license with an endorsement as a school counselor to complete training in the recognition of mental health disorder and behavioral distress, in each of the following categories:

The following webinar series meet this requirement.

Each series includes three webinars, a knowledge check, and meets one of the five categories (depression, trauma, violence, youth suicide, or substance abuse). Individuals are required to complete training in all five of these categories. Upon completing the knowledge check participants will receive a certificate and a results summary report.

The VDOE does not require a certain score on the knowledge check to pass; however, individual school divisions may assign their own score requirements. Candidates can retake the assessment and improve their score and increase their understanding of the content.
To view the VDOE Preapproved Webinars in each within category click the "V" in the right corner of each tab. School Counseling Licensure Renewal Documentation Form
This form contains additional information about school counselor licensure renewal as well as tracking forms for documenting professional development activities to meet requirements. Click the button below to download this form (Word Document).

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School Counselor License Renewal Webinar Library - Virginia CLC

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Virginia Code (§ 22.1-298.1.) requires that "every person seeking initial licensure or renewal of a license with an endorsement as a school counselor shall complete training in the recognition of mental health disorder and behavioral distress, including depression, trauma, violence, youth suicide, and substance abuse."

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Licensure Pathways for School Counseling

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Licensure Pathways for School Counseling

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FINAL Respecialization Pathway for School Counselors

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21-22 Cultural Awareness & Dates of Recognition Calendar

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21-22 Cultural Awareness & Dates of Recognition Calendar

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Cultural Awareness and Appreciation Calendar 21-22

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Highest of High Fives Posters with White Background

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Highest of High Fives Posters with White Background

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Afghan Refugee Listening Session Presentation

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Afghan Refugee Listening Session Presentation

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Listening Session_ Supporting Needs of Afghan Refugees.pptx (1)

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Erika's Lighthouse (Mental Health Resources- FREE)

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Erika's Lighthouse (Mental Health Resources- FREE)

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Erika's Lighthouse: A Beacon of Hope for Adolescent Depression was founded in 2004 by Virginia and Thomas Neuckranz after their daughter Erika lost her life to depression. Along with their family, friends and community they have a goal of creating free mental health programs for schools to Get Depression Out of the Dark.
Read the story about Erika's Lighthouse

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Free school mental health programs that recognize every student deserves good mental health. Our programs are effective and easy to use.

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Student Privacy 101: FERPA for Parents and Students 

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Student Privacy 101: FERPA for Parents and Students 

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This site aims to assist stakeholders in protecting the privacy of students by providing official guidance on FERPA , technical best practices and the answers to Frequently Asked Questions.

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The U.S. Department of Education is committed to student privacy. We administer the Family Educational Rights and Privacy Act (FERPA), and we provide technical assistance to help schools and school districts use best practices in their use and management of information about students. This site aims to assist stakeholders in protecting the privacy of students by providing official guidance on FERPA , technical best practices and the answers to Frequently Asked Questions. Responsibility for the Department's student privacy operations lies in the Office of the Chief Privacy Officer. To learn more about FERPA please click on the video to the right.

Family Educational Rights Privacy Act (FERPA)

Webinar slides for "FERPA and Virtual Learning during the COVID-19" presentation. This webinar is intended to provide information on privacy best practices and insight into helpful resources available to the education community during this critical time of national emergency.

We will address commonly asked questions related to the challenges of complying with student privacy laws like FERPA during this time and present a series of scenarios which highlight privacy best practices and considerations when adopting distance learning approaches.

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The U.S. Department of Education is committed to student privacy. We administer the Family Educational Rights and Privacy Act (FERPA), and we provide technical assistance to help schools and school districts use best practices in their use and management of information about students.

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Delaware Strategy Document with LOADS of resources for Social, Emotional and Behavioral Wellbeing

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Delaware Strategy Document with LOADS of resources for Social, Emotional and Behavioral Wellbeing

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Collection of Evidence-based Practices for Children and Adolescents with Mental Health Treatment Needs - 7th Edition

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Collection of Evidence-based Practices for Children and Adolescents with Mental Health Treatment Needs - 7th Edition

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Collection of Evidence-based Practices for Children and Adolescents with Mental Health Treatment Needs - 7th Edition
The Collection is available in its entirely as House Document 9 or by viewing the complete PDF document using the link below. Individual chapters, which include links to external resources, may also be explored by topic. If you are unable to view the PDF documents, you may need to download Adobe Reader.
The Collection - 7th Edition (complete PDF document) Archive
Disclosure Statement
The information contained herein is strictly for informational and educational purposes and is not designed to replace the advice and counsel of a physician or mental health provider. The Commission on Youth makes no representations regarding the suitability of the information contained herein for any purpose.

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The Collection is available in its entirely as House Document 9 or by viewing the complete PDF document using the link below. Individual chapters, which include links to external resources, may also be explored by topic. If you are unable to view the PDF documents, you may need to download Adobe Reader.

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Introduction to Healthy Futures: An Alternative to Suspension Curriculum

Over the past year, we know that many youth are being caught at school vaping, and we have heard from many educators throughout the country that they are trying to work with these students to provide some education and secondary prevention.

Many schools have requested such a curriculum to be implemented in lieu of suspension, and to help prevent further use of tobacco/nicotine products. Thus, in response to numerous requests, we have created an Alternative to Suspension (ATS) curriculum called Healthy Futures.

While there is a plethora of ATS curriculums in the education field, the two biggest distinctions seem to be one-on-one interventions and a group intervention. While length of times of interventions vary from one hour to full Saturdays and everything in between, we have chosen to provide both a one-on-one and group intervention in a one-hour and a two-hour plan. While one-on-one intervention is preferable, not all schools have the means to initiate this approach, so consider then the group intervention.

Those whose programs have longer demands can decide how to best spend the remaining time with those students who have been caught using tobacco products. Certainly, you are welcome to add additional materials from the Tobacco Prevention Toolkit. Consider using other materials from our vaping module found here, or our suggested curriculums, found here.

The ATS adapts materials from the Stanford Tobacco Prevention Toolkit (TPT) that is already being used by many schools throughout the US. While the TPT covers a range of topics, the ATS program tries to briefly touch on all the salient issues while devoting more extensive time to pod-based e-cigarette products such as JUUL.

We want to make note of who should be facilitating this ATS, whether conducted 1:1 or in a group setting, and whether using the 1- or 2-hour version. This is critical. All the work that we have put into the slides, the questions we ask, the activities, and so on are only as good and effective as the facilitator. Having the right person leading this ATS is critical. Here are some important considerations when choosing the facilitator, and training needs:

1) It is critical that whoever is chosen to provide this ATS actually wants to do this intervention. All facilitators must have buy-in to the program, and training. We cannot think of any worse fate for a student to be attending something that they DEFINITELY DO NOT want to be attending in the first place, and then have to spend time with someone who also DOES NOT want to be there. They will know this within 5 minutes. Please only assign this work to people who want to do this and have some skill sets to be able to be successful.

2) Recruit a Counselor/Educator/Volunteer who has a passion for tobacco education and prevention. We feel that the facilitator of this ATS program needs to have buy-in to the program as they will be expected to show a PowerPoint and facilitate activities and discussions, whether it be one-on-one or as a group.

3) If you're not up to speed on JUUL and other pod-based systems, besides reviewing this material here, spend some time on the Stanford Tobacco Prevention Toolkit's Pod-Based Systems Unit going over the basics. Crash courses are also available to increase your understanding, found here.

4) We feel that how the facilitator runs the intervention is equally as important as what you are doing. Expressing lots of empathy and understanding is critical and, most importantly, this is NOT a place to be preachy or judgmental. Facilitators are there to offer information and to ascertain if there is some interest to change in the student's habits, what they may be willing to do, and refer them for further support.

Facilitators of the ATS only need to click on which program they are using and all materials are listed and ready to use via one download. Pre- and post-testing materials are available. This information is confidential, as students will give themselves a random seven-digit code to utilize. Schools can prepare their own use of this data and Stanford will use this confidential information in their data collections.

We have also included an Open Letter for Parents/Guardians template to give parents/guardians whose child has been caught using vapes/e-cigarettes on campus.

We hope you find these materials useful.

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Over the past year, we know that many youth are being caught at school vaping, and we have heard from many educators throughout the country that they are trying to work with these students to provide some education and secondary prevention.

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Identifying Virtual Professional Development for Staff

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Identifying Virtual Professional Development for Staff

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FREE Mental Wellness Toolkit (Students & Staff)

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FREE Mental Wellness Toolkit (Students & Staff)

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Social and Emotional Learning - Aperture Education

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Create transformation with DESSA SEL assessments:

When We Start With Strengths, We End Up Stronger

Our CASEL-aligned social and emotional learning system provides you with industry-leading SEL tools:

SEL Assessment

Gain confidence through the data gleaned through the industry's most well-researched and
nationally-normed SEL universal screener and assessment - the DESSA.

Reporting & Insights

Understand critical social and emotional data through intuitive, real-time reporting at the individual, classroom, school, and district level.

Strategies

Support student social and emotional growth with a strength-based approach through hundreds of strategies for educators and students K-12.

Who We Serve

2,300,000+

students

Aperture Education SEL Solutions

Strength-based, nationally-normed SEL universal screeners, assessments, strategies, and reporting for students K-12, plus educator SEL and professional development.

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Social and Emotional Learning - Aperture Education - Social and Emotional Learning - Aperture Education

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Create transformation with DESSA SEL assessments: Our CASEL-aligned social and emotional learning system provides you with industry-leading SEL tools: Gain confidence through the data gleaned through the industry's most well-researched andnationally-normed SEL universal screener and assessment - the DESSA. Understand critical social and emotional data through intuitive, real-time reporting at the individual, classroom, school, and district level.

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Pressing the RESET Button (Resources from Henrico)

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Pressing the RESET Button (Resources from Henrico)

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To help our teams “press the RESET button” and re-prioritize rebuilding school communities and building physically and psychologically safe school spaces while supporting everyone’s basic social, emotional and mental health, we (the Dept. of Student Support & Wellness) created a “reset” document full of turn-key lessons, activities and targeted supports (most which have already been shared through various other methods, but are now available in one streamlined document with a RESET focus). We thought that it was time to allow schools the space to “RESET,” and I thought this might be helpful if this is something you were looking to do as well! (Liz Parker)

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School Counseling Division Directors Resource Hub

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Find meeting slides, resources, updates and more!

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Medicaid Continuous Coverage Requirements: March School Counseling Division Leader Meeting

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Medicaid Continuous Coverage Requirements: March School Counseling Division Leader Meeting

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DMAS Unwinding Continuous Coverage Requirements - March School Counseling Division Leaders Meeting 032222 NP (1)

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The VDOE Office of Student Services has partnered with CIEES at ODU to develop a one-stop professional development and resource collection for school leaders and specialized instructional support personnel (SISP) such as school counselors, school psychologists, school social workers, school nurses, and administrators.

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The VDOE Office of Student Services has partnered with CIEES at ODU to develop a one-stop professional development and resource collection for school leaders and specialized instructional support personnel (SISP) such as school counselors, school psychologists, school social workers, school nurses, and administrators.

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Keep a record of your virtual professional development experiences!

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Keep a record of your virtual professional development experiences!