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Council of Administrators of Special Education - Letter to OSERS

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Council of Administrators of Special Education - Letter to OSERS

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On March 27, 2020, the Coronavirus Aid, Relief, and Economic Security (CARES) Act was signed into law. CARES provides $2.2 trillion in relief, including funding support to States and local educational agencies (LEAs) for special education, to address the challenges created by school closures resulting from the coronavirus pandemic. CARES also requires the Secretary of Education to provide a report to congressional appropriations committees regarding recommendations for waivers of provisions of the Individuals with Disabilities Education Act (IDEA).

Section 18003(c) of CARES requires that "[e]ach State shall allocate not less than 90 percent of the grant agreed on a $2 trillion economic relief plan to funds awarded to the State under this section as subgrants to local educational agencies... in the State" in proportion to funds received by local educational agencies under part A of title I of the ESEA of 1965 in the most recent fiscal year." Section 18003(a) of CARES allows LEAS to use the funds for, among other things, the IDEA; providing principals and other school leaders with the resources necessary to address the unique needs of their individual schools; and activities to address the unique needs of certain children, including children with disabilities; and funding to plan for, and coordinate, during long-term closure the provision of "guidance for carrying out requirements under the IDEA."

In addition, within 30 days, the United States Secretary of Education is required to submit a report to Appropriations committees of the Senate and House of Representatives "with recommendations on any additional waivers" of the IDEA the Secretary believes are necessary to be enacted into law to provide limited flexibility to States and local educational agencies to meet the needs of students during the emergency involving Federal primary responsibility determined to exist by the President. Any such additional waivers would become effective only if enacted into law.

We anticipate that the California Department of Education will soon provide LEAs information regarding this funding. We will update you with this guidance - and the Secretary of Education's report - as this information becomes available. At this time, it is premature to predict what waivers, if any, will be granted. Many LEAs wish to have FAPE, due process and other legal obligations made less burdensome during the period of school closures. The desire to have such burdens eased or clarified for the home setting extends to related laws such as Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act (ADA). However, any such further "relief", particularly as to Section 504 and/or the ADA is just as likely or more likely to originate if at all from the Office of Civil Rights (OCR).

These AALRR publications are intended for informational purposes only and should not be relied upon in reaching a conclusion in a particular area of law. Applicability of the legal principles discussed may differ substantially in individual situations. Receipt of this or any other AALRR presentation/publication does not create an attorney-client relationship. The Firm is not responsible for inadvertent errors that may occur in the publishing process.

©2020 Atkinson, Andelson, Loya, Ruud & Romo

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Coronavirus Aid, Relief, and Economic Security (CARES) Act Provides Funding for Students, Including Students With Disabilities

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On March 27, 2020, the Coronavirus Aid, Relief, and Economic Security (CARES) Act was signed into law. CARES provides $2.2 trillion in relief, including funding support to States and local educational agencies (LEAs) for special education, to address the challenges created by school closures resulting from the coronavirus pandemic.

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Resources to Support Distance Learning

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It is important that LEAs leverage their existing distance learning technology platforms as they transition to distance learning environments for the coming weeks and months. This will speed the transition time for both educators and students to be able to engage virtually. If these systems are already in use, administrators and teachers should communicate directly with families to articulate the ways the existing system(s) will support distance learning. If these or similar resources are not in use already, the list of available resources below will provide educators with options for creating a foundation for communication, sharing, and digital learning. Below is a table of contents to navigate these resources effectively.

1. Online Engagement Systems and Platforms

2. State, County Office of Education, and District Resources

3. Teaching Tools: Presentation and Content Supports

4. Supporting Students with Disabilities in Distance Learning

5. Articles to Navigate Distance Learning

6. Pre-K Learning, Games and Activities

7. English Language Development Learning, Games, and Activities

8. Multilingual Resources

9. Current Events and News Outlets for Students

10. Free Educational Resources for Distance Learning

11. Online Learning Resources and Tools

1. Online Engagement Systems and Platforms

A curated list of resources that will support educators and students transition to digital spaces to communicate with students, develop content, and manage student progress

2. State, County Office of Education, and District Resources

A list of resources for administrators and teachers that were created and curated by other California educational agencies for broader use.

3. Teaching Tools: Presentation and Content Supports

A list of resources for teachers to communicate directly with students to share lessons and/or content. The list includes resources that utilize different means of communication (email, video, direct messaging, audio, etc.).

Share My Lesson allows teachers to post and share lessons they have developed.

Remind is an app to connect students and parents with the classroom. Users can share files, links, and other instructional resources from personal devices as attachments, or through a previously-established cloud sharing system such as Google Classroom, Google Drive, Office 365, etc.

Screencastify is a browser plugin allowing teachers to add video and share with students. The plugin allows students to make their voices heard and their thinking visible with fun, interactive videos. A free plan is available but is limited to five minutes.

Socrative is a free online collaboration and assessment tool. There is a free limited option as well as subscription options for educators.

NearPod is an interactive slideshow tool designed to engage students and promote collaboration. Teachers can use Nearpod to give students opportunities for interaction and immediate feedback by having them draw on a map or diagram, respond to a poll question, post a note or image to a collaboration board, or take a multiple-choice quiz. Teachers can also help students review key learning concepts by watching videos, reviewing notes, or taking their own notes. Teachers can also incorporate social and emotional learning (SEL) and digital citizenship skills with pre-created lessons on empathy, cyberbullying, or Internet safety.

Spiral is a digital collaboration and assessment tool reviewed here by Common Sense Media. It is most appropriate for upper elementary and secondary students.

BookBub features limited-time offers for free books in over twenty genres. These free ebooks are available on all devices, including Kindle, Nook, iPad, and Android.

Edmodo is a digital collaboration and assessment tool. Edmodo has launched a Distance Learning Toolkit

Edulastic is a digital assessment tool with a focus on tracking assessment data.

Flipgrid uses interactive slideshows to help teachers create digital assessments and foster student collaboration. The review and setup guide by Common Sense Media can be found here: https://www.commonsense.org/education/website/flipgrid

Open Textbook Library provides a growing catalog of free, peer-reviewed, and openly-licensed textbooks.

Pear Deck is a digital assessment and instructional tool reviewed by Common Sense Media here: https://www.commonsense.org/education/website/pear-deck

Project Gutenberg is a library of over 60,000 free eBooks. Choose among free epub and Kindle eBooks, download them or read them online.

Tes Teach Online Lesson Builder and Assessment Tool The digital tools in Tes Teach allow teachers to create interactive lessons, projects, presentations, assessments and more.

LiveBinders Collaboration and Assessment Tool is an online tool for organizing educational resources. It can be used to create classroom textbooks, eportfolios, and more.

Orange County Department of Education "Developing a Course on Canvas" Guide offers tips and resources for educators and families on continuing learning online in the event of a school closure. Resources are provided for school leaders, including lists of short- and long-term providers of access to WiFi internet hotspots. Resources are also curated for grade spans PK-2, 3-5/6, Middle School, and High School.

4. Supporting Students with Disabilities in Distance Learning

Resources to help support students with disabilities complete tasks and assignments and adjust to new routines in the transition to distance learning.

5. Articles to Navigate Distance Learning

These articles that provide guidance on developing distance learning lessons and units as well as advice specifically related to moving to online instruction as a result of the coronavirus

6. Digital Resources by Content Area

English Language Arts

Online resources to support remote English Language Arts/literacy and reading instruction, including lesson ideas and mobile apps for students and teachers.

Curriculum Associates Free Downloadable Reading Packets Printable at-home activity packs that are designed to provide students with valuable self-directed exercises and practice during extended absences from school. Each pack is designed to reinforce key concepts for a given grade. i-Ready's engaging online lessons can support at-home learning.

Myon a student-centered, personalized literacy environment that gives students access to more than 6,000 enhanced digital books.

Starfall Reading a free public service to teach children to read. It includes language arts and mathematics for preschool, kindergarten, first grade, second grade, and third grade. Starfall emphasizes phonemic awareness, systematic sequential phonics, and common sight words in conjunction with audiovisual interactivity.

StoryKit is a simple storybook creation app, with a private online sharing tool. It caters to students in grades 1-4 and above, and allows them opportunities to create stories, add pictures, and infuse recordings of their own voices.

Core Knowledge provides open access to an exemplary curriculum for preschool through eighth grade.

Open Culture allows visitors to download hundreds of free audio books, mostly classics, to your MP3 player or computer. Below, you'll find great works of fiction (http://www.openculture.com/audio_books_fiction), poetry (http://www.openculture.com/audio_books_poetry), and non-fiction (http://www.openculture.com/audio_books_non-fiction), by such authors as Twain, Tolstoy, Hemingway, Orwell, Vonnegut, Nietzsche, Austen, Shakespeare, Asimov, HG Wells & more.

Librivox - Free Public Domain Audiobooks features recordings of books in the public domain (https://librivox.org/pages/public-domain/) read by volunteers from around the world.

CommonLit - Free reading passages in all literacy and nonfiction genres for grades 3-12.

ReadWriteThink Free Mobile Apps helps students engage in literacy learning using tablet devices. No internet connection is required once the apps are downloaded. Offers resources for grade levels K-12.

ReadWorks, driven by cognitive science research, ReadWorks aims to create world-class content, teacher guidance, and integrated tools that improve teacher effectiveness and student achievement. They leverage cognitive-science research to create high-impact instructional materials and tools that are designed for immediate use within the practical realities of current U.S. classrooms.

Mathematics

Online and digital resources for math instruction, assessment, and independent practice, including tutorials and videos.

Writing

Online and digital resources to promote student engagement though creative writing and writing prompts. This list also includes resources for students working on sustained academic writing, including research.

Scholastic Story Starters is a creative writing prompt generator for children in grades K-6.

Independent Reading Response Ideas is a 2-page document with Independent Reading Response Questions.

The Learning Network (New York Times) Each week the Learning Network offers new ways for students to practice reading, writing, and thinking using Times journalism - at no charge. Daily writing prompts for students to respond to are provided, as well as other activities for students, as well as resources for teachers.

StoryBird is a storytelling platform to help students develop their writing.

Purdue Online Writing Lab provides guidance for students writing academic papers, including guides for formatting, citations, analysis, and revising work.

Science

Online and digital resources for science instruction, including tutorials, videos, and online labs.

Physical Education

Resources to promote and maintain physical education curricula in distance-learning environments. Many of these resources are designed for students who are homeschooled but could be used or adapted for use in a distance-learning environment.

History and Social Science

Digital and online resources for teachers to develop lessons, locate primary and secondary source materials, and connect students with resources for research and inquiry-based lessons.

Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching.

The Stanford History Education Group is an award-winning research and development group that seeks to improve education by conducting research, working with school districts, and reaching directly into classrooms with free materials for teachers and students. Their current work focuses on how young people evaluate online content. Their Civic Online Reasoning curriculum to help students develop the skills needed to navigate our current digital landscape.

The Smithsonian

Many museums, cultural sites, and historical sites offer virtual tours and livestreaming. Here are a few, but an internet search will reveal many others:

The Zinn Education Project promotes and supports the teaching of people's history in classrooms across the country. They aim to equip students with the analytical tools to make sense of and improve the world today. Their website offers free, downloadable lessons and articles organized by theme (https://www.zinnedproject.org/teaching-materials/explore-by-theme), time period (https://www.zinnedproject.org/teaching-materials/explore-by-time-period), and grade level. The teaching materials emphasize the role of working people, women, people of color, and organized social movements in shaping history: https://www.zinnedproject.org/

World History For Us All is a national collaboration of K-12 teachers, collegiate instructors, and educational technology specialists. This is a great site for middle and high school teachers to locate powerful, innovative model curriculum. World History for Us All helps students understand the past by connecting specific subject matter to larger historical patterns, and draws on up-to-date historical research.

Teaching California offers free online instructional materials to support the California History-Social Science Framework, with an emphasis on primary sources.

The Content, Literacy, Inquiry, and Citizenship (CLIC) Project offers resources for educators to take an inquiry-based approach to learning about various topics including Armenian Genocide, the Bracero Program, Environmental Literacy, and approaches to civic learning (Check with regional leads for additional resources available for online learning).

California History-Social Science Project provides professional learning and free resources such as The History Blueprint and The Source. See links to regional sites for additional information and support.

BBC Bitesize History Bitesize is the BBC's free online study support resource for school-age students in the United Kingdom. It is designed to aid students in both schoolwork and, for older students, exams.

The Stanford History Education Group provides free History and Civic materials including lessons, curriculum, and assessments accessible to teachers and students.

CrashCourse History Channel on YouTube Crash Course believes that high quality educational videos should be available to everyone for free. The Crash Course team has produced more than 15 courses to date, and these videos accompany high school and college level classes ranging from the humanities to the sciences. Crash Course transforms the traditional textbook model by presenting information in a fast-paced format, enhancing the learning experience. With hundreds of millions of views on our YouTube channel, Crash Course has a worldwide audience in and out of classrooms. While the show is an immensely helpful tool for students and teachers, it also has a large viewership of casual learners who seek out online educational content independently. It has changed attitudes towards education by creating a community of learners who are looking for more than just help passing a test.

Oyez is a resource for teaching Supreme Court Cases that includes the case history, relevant precedent, arguments, and the Supreme Court Decision and applicable dissents.

The National Archives features a website that is easy to navigate and includes lots of teacher resources. They feature a daily historical document relating to an event from that day in history. The online catalog can be searched using keywords, and 100 "milestone" documents are identified as significant to American history.

National Archives: Elementary School Distance Learning Programs Free, interactive programs that feature primary sources from the Distance Learning Programs. Each program aligns with National Social Studies Standards and Common Core State Standards. It also provides teacher guides with pre- and post-program lessons.

DocsTeach is full of activities for educators. The documents are organized by different periods in American history. If you're teaching "Civil War and Reconstruction" or "Revolution and the New Nation," just click on the topic to find hundreds of primary source documents. DocsTeach provides audio, video, charts, graphs, maps and more.

Spartacus Educational is a resource for global history. It contains free encyclopedia entries that directly connect to primary source documents, making it a useful tool for educators looking to give students a starting point in their research.

Fordham University is another resource for global history. It organizes primary sources into periods of American history, from the "Reformation" to "Post-World War II Religious Thought." Teachers can find full texts available from Fordham or similar institutions appropriate for the middle school and high school classroom.

Broken down by time period then listed in alphabetical order, the Avalon Project at Yale University offers primary sources for global history teachers. This database starts with ancient and medieval documents and moves into present times. In addition to categories that address specific historical periods, the Avalon Project includes links to human rights documents as part of Project Diana.

USHistory.org Free Online Textbooks provides high school courses for students, teachers, home-schoolers, and history lovers.

Google and Life Magazine have a search engine that lets users search millions of images from the Life Magazine Photo Archive. Users can type in key terms to guide their searches, look through images organized by decade (1860s through 1970s), or significant people, places, events or sports topics.

Electives: The Arts, Music, and Language

Online resources to support remote instruction for electives and enrichment.

The Music Teachers National Association has provided links to websites for kids.

Common Sense Media's Best Arts Education Apps and Websites (article) provides a list of resources for teaching music, some of which are free.

The National Gallery of Art (NGA) and MOMA provide resources for teachers, including lessons and interactives
Duolingo is a free app and website-based system for learning and practicing world languages. Duolingo for Schools is specifically designed for teachers and students.

PBS Learning Media provides resources and activies for

7. Pre-K Learning, Games, and Activities

Free and open-source resources and guidance for fostering early childhood/pre-k learning at home.

Oklahoma Department of Libraries (PK - 6th grade) provides free online resources for kids. Resources are organized by age and area of interest. The Kids Connections site lists additional resources.

Crafting and Art Activities by Happy Hooligans is a popular Canadian blog that features crafts and activities for preschoolers.

US Department of Education Early Childhood Learning Resources includes guidance for parents and families to help them support pre-k learning and development.

PBS Kids Games provides fun, engaging games that foster learning, movement, social-emotional development, collaboration, and creativity.

JumpStart provides free resources and activities appropriate for preschool.

Stream Sesame Street

PBS Learning for Preschoolers offers lessons, interactives, audio, and websites to foster preschool learning and development.

TeacherVision provides free resources for pre-k in multiple subject areas and for many areas of interest, including art and music.

8. English Language Development Learning, Games, and Activities

Online resources to support remote English Language Development instruction, including lesson ideas and mobile apps for students and teachers.

9. Multilingual Resources

10. Current Events and News Outlets for Students

Digital and online resources that provide student-friendly access to current events. Some of these resources also provide reading guides, quizzes, and activities to support student learning.

Newsela has made access to their full suite of products free for teachers through the end of this year to assist with their learning continuity plans.They are also offering frequent professional learning resources to help them develop their mastery of distance learning techniques. Newsela has also created this guide for planning for remote instruction.

Edutopia: 6 Lesson Plans for Teaching Women's History Month (article with digital resources) George Lucas Educational Foundation offers free and easy-to-implement classroom resources to celebrate Women's History Month in March.

Common Sense Media: Best News Websites for Kids is great website for kids. The editors have made it easy with their hand-picked lists of fun, age-appropriate kids' sites and online games. It's a big world on the web, but with lists like theirs, it can be a worthwhile one for your kids.

Edutopia suggests six online resources for primary sources which allow students to read closely, make inferences, cite evidence, analyze arguments and interpret words and phrases as they are used in a text.

11. Free Educational Resources for Distance Learning

Below is a non-comprehensive list of publishers offering free distance learning resources. At the URL listed, users can learn about the specific resources available as publishers continue to expand their offerings. In this list below, educators and parents/guardians may discover the individual resources they want for a particular need.

Applied Educational Systems
Interactive lessons, ready to use projects, and automatically graded assessments.

Big Ideas Learning
Big Ideas Mathprogram

Capstone Publishing
Resources available during school closures; user Name = Engaged; Password = Learning

Carnegie Learning
Math Resources

Carolina Biological
Science resources for learning at home.

Center for Math and Teaching
Math Resources.

ClassDojo
Instantly communicate and engage with all families and students.

Classroom Champions
Health, safety & curriculum information.

Core Knowledge
Online Core Knowledge Foundation Resources.

Davis Art
Access to digital resources.

Discovery Education
Access to Discovery Education Experience.

Energize Schools
Virtual distance learning resources

Houghton Mifflin Harcourt
Information and resources to help continue teaching and learning during school closures.

Impact Science
Lessons During School Closures.

Kendall Hunt
Open Educational Resources for Illustrative Mathematics and OpenSciEd.

Lincoln Learning
Videos, games, and samples.

Mastery Education/Measuring Up MyQuest
Adaptive standards-based practice.

Opus You
Cinematic broadcast of musical works, lesson plans, and interactive online courses.

Pearson Education
Readiness Resources.

Proliteracy/NewReadersPress
Online solutions to assist learning remotely.

Social Studies School Services
Digital platforms through the end of the school year.

Twig Education
Students can access thousands of videos (in English/Spanish), lessons, activities, and visuals wherever they are.

Vista Higher Learning
Resources for K-12

Wayside Publishing
Language Learning Programs.

12. Online Learning Resources and Tools

A list of open source resources to support remote teaching and learning.

OER: Searchable Online Educational Resources (all subjects): A searchable public digital library of free teaching and learning materials.

Comprehensive List of Free Online Teaching Resources

NCSSFL Covid-19 Resource Bank is a repository of guidance and resources for K-12 educators, districts, and LEAs in an accessible Google Doc.

Digital Promise's Covid-19 Online Learning Resources and FAQ

Edutopia: Google for Educators (article) These tools from Google for Educators, whether old and familiar or new and improved, will keep teachers and students inspired, inventive, and organized.

PBS/KQED Resources for Teachers - Use these trusted resources to continue to provide meaningful learning experiences for students during school closures.

Additional Online ELA and Math Resources (some may not be free)
(curated by Jason Borgen, Santa Cruz County Office of Education)

Santa Clara COE Digital Badges for Seesaw and Google Classroom (free)
Digital Learning with Seesaw provides modules for learning what online learning and collaborations should look like and how to use Seesaw to provide these learning structures. Users must create an account to access the modules. While there is a core "Seesaw Free" service at no cost, some features require payment. Before creating an account to access the modules, educators should consider reading a review of the app by Common Sense Education (https://www.commonsense.org/education/app/seesaw-the-learning-journal)

Khan Academy offers a variety of content area courses for different grades.

Code.org offers a variety of no cost coding activities and courses for grades K-12.

PBS Learning Media in conjunction with KVIE, has curated FREE, standards-aligned videos, interactives, lesson plans, and more just for California teachers.

National Public Radio's guide for Teaching Podcasting provides step-by-step guidance to engage students in creating their own podcasts.

National Geographic for Kids A kid version of National Geographic online, with free games, videos, and educational resources for kids of all ages.

Discovery Education Standards-aligned, digital curriculum resources and easy-to-use technology, including award-winning digital textbooks, multimedia content, and the largest professional development community of its kind.

TED Under 20 offers TED talks from scientists, musicians, innovators, and activists who are all under the age of 20.

Shmoop provides resources for teachers and students in all subject areas. Resources include summaries, discussion guides, quizzes, and test prep, among other resources.

Common Sense Media: Search for EdTech Tools and Apps (all subjects) Common Sense Media supports educators in teaching students how to thrive in the digital age with free, research-backed lesson plans. The website features resources in Spanish.

WebQuest.org has a searchable collection of WebQuests that provided guidance for students as they research selected topics and questions online. Teachers can also create their own WebQuests using the site.

Questions: California Department of Education | 916-319-0800

Last Reviewed: Friday, March 20, 2020

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Resources that Support Distance Learning

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It is important that LEAs leverage their existing distance learning technology platforms as they transition to distance learning environments for the coming weeks and months. This will speed the transition time for both educators and students to be able to engage virtually.

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Coronavirus (COVID-19) Main Web Page

Providing In-Person Specialized Supports and Services to Students with Disabilities

New Guidance (Posted 30-Sept-2020)
Is a Local Educational Agency (LEA) permitted to offer in-person supports and services to small groups of students with disabilities? Does the CDPH guidance related to cohorts apply to students age 18-22 participating in post-secondary programs that are provided through the K-12 school setting?
Yes. LEAs may serve small cohorts of students with disabilities ages 18-22 consistent with the CDPH guidance.
Does an LEA need to have received an elementary school waiver through the local public health office before offering in-person supports and services to small groups, consistent with the CDPH guidance related to cohorts?
No. The August 25, 2020 CDPH FAQ states "[t]he Cohorting Guidance applies to schools that cannot reopen for in-person instruction pursuant to the July 17 Framework, including elementary schools in those jurisdictions that have not received an elementary school waiver through the local public health office. Under these circumstances, school officials should develop and implement plans in collaboration with local health officials and school-based staff (including, if applicable, organized labor), but are not required to receive express approval from the local health department. They are, however, required to adhere to any applicable, more restrictive local public health directive. "

Distance Learning
Are there new requirements related to Individualized Education Programs (IEP) and distance learning?
Yes. On June 29, 2020, Governor Newsom signed the 2020 Budget Act and accompanying budget-implementing legislation, including Senate Bill (SB) 98 (Chapter 24, Statutes of 2020). SB 98 included notable changes related to special education and distance learning. The CDE posted related guidance on the CDE website at https://www.cde.ca.gov/sp/se/lr/om071520.asp.

SB 98, Section 66, amended Section 56345 of the Education Code ( EC) to require that Individualized Education Programs (IEP) include a description of the means by which the IEP will be provided under emergency conditions, in which instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10 school days. This description must be included in the development of each initial IEP or addressed during the regularly scheduled revision of an IEP (e.g., annual IEP), and must take public health orders into account.
Where can I find more information about the requirements for distance learning and instructional time?
The CDE has established a webpage dedicated to providing guidance and resources for teachers and families in K-12 schools regarding high quality distance learning. The CDE's distance learning webpage can be accessed on the CDE's website at https://www.cde.ca.gov/ci/cr/dl/index.asp

In addition, the CDE has developed a frequently asked questions (FAQ) webpage addressing principal apportionment, instructional time, attendance accounting, attendance reporting and the Form J-13A for fiscal year (FY) 2020-21. The FAQ can be accessed on the CDE website at https://www.cde.ca.gov/fg/aa/pa/pafaqs.asp.
Do the requirements for distance learning and instructional minutes in the FY 2020-21 school year impact Specialized Academic Instruction on a student's IEP?
Specialized Academic Instruction (SAI) in a student's IEP (including minutes), like all aspects of the IEP, is determined by the IEP team. SAI is an instructional service and individualized based on student need. LEAs are required to implement IEPs.

Description of How the IEP Will be Provided Under Emergency Conditions
What are considered "emergency conditions"?
EC 46392 outlines what constitutes "emergency conditions" and includes: fire, flood, impassable roads, epidemic, earthquake, the imminence of a major safety hazard as determined by the local law enforcement agency, a strike involving transportation services to pupils provided by a non-school entity, and an order provided for in EC 41422.
Is the emergency conditions description part of the IEP or a separate document?
The description of the means by which the IEP will be provided under emergency conditions must be part of the IEP. SB 98 amended section 56345 of California Education Code, and added the requirement that an IEP include a description of the means by which the IEP will be provided under emergency conditions, effective July 1, 2020. It applies to the development of an initial IEP or the next regularly scheduled revision of the IEP (i.e. annual IEP) ( EC Section 56345(a)(9)(B)). Because all students must have an annual IEP, pursuant 34 C.F.R. 300.324(b)(1), all IEPs in the state should include this description by June 30, 2021.
Must the parent or student consent to the description required by EC 56345(a)(9)?
Yes. As a required component of the IEP, the description of the means by which the IEP will be provided under emergency conditions must be adopted by the IEP team at an IEP team meeting or through an amendment to the IEP. Parents/students are required members of the IEP team and thus will be involved in the development of this description through the IEP process. The LEA must obtain consent to the IEP consistent with applicable state and federal law.
How does the IEP requirement for a description of the means by which the IEP will be provided under emergency conditions impact the offer of a Free Appropriate Public Education (FAPE)?
The description of the means by which an IEP will be provided under emergency conditions is an element of the overall offer of FAPE, and should help an LEA to plan for how to address the needs of an individual student in an emergency.
What if the description of the means by which an IEP will be provided under emergency conditions inadequately addresses or anticipates the needs of the student in the event of an emergency?
IEP teams are required to meet when a student demonstrates a lack of expected progress (34 C.F.R. 300.324 (b)(1)(ii)). Additionally, the parent or the teacher may request an IEP meeting at any time ( EC 56343) to discuss and address any concerns with student access including a lack of resources, or ineffectiveness of the means by which the IEP is being provided under emergency conditions.

Teachers and parents are encouraged to work together to ensure that a student is able to access instruction and that the delivery of instruction is effective. The student's IEP can be changed or amended at any time with agreement from both the parents and the LEA.
Does an LEA need to wait 10 days before implementing the description of how the IEP will be implemented under emergency conditions IEP?
No. If the LEA has good reason to believe that, due to emergency conditions as described in EC 46392, instruction or services, or both, cannot be provided to the pupil either at the school or in person for more than 10 school days, the LEA may implement the provisions outlined in the description before 10 school days have elapsed.
Should the description of the means by which the IEP will be provided under emergency conditions required by EC 56345(a)(9) include provisions for how the LEA will deliver feedback and information to parents regarding a student's learning progress during the emergency closure?
While EC 56345(a)(9) does not specifically require including plans for delivering feedback and information regarding a student's progress, communication and collaboration between the local educational agency (LEA) and parent are vital to ensure educational progress. In addition, EC Section 43504(g) requires that, during the 20-21 school year, each school shall regularly communicate with parents and guardians regarding a pupil's academic progress.

Special Education Assessments
Must LEAs continue to conduct special education assessments while providing distance learning?
Yes. The U.S. Department of Education (USDOE) has not waived the requirement for LEAs to conduct a full and individual initial evaluation for a student suspected of having a disability, nor has the USDOE waived requirements relating to triennial assessments. Additionally, 34 C.F.R. §§ 300.101(b) and 300.124(b) are still in effect and require that an IEP or individual family service plan (IFSP) is developed by the third birthday of a child participating in Part C programs and who will participate in Part B preschool-age programs. The USDOE has encouraged LEAs to work with parents to reach mutually agreeable extensions of time, as appropriate, if the LEA or parent feels additional time is needed.
Can special education assessments be conducted in-person at this time?
Yes. Current guidance from the California Department of Public Health and the CDE does not expressly prohibit in-person assessments. Further, the CDPH's "Cohort" Guidance of August 25, 2020 permits in-person instruction and services, including assessments, if done in compliance with the Guidance, or if an elementary school has received a waiver of the school closure mandate from its local public health officer in accordance with the July 17, 2020 Framework for re-opening schools.

As stated in the CDE's April 9 2020 updated special education guidance ( https://www.cde.ca.gov/ls/he/hn/specialedcovid19guidance.asp), any in-person services or supports should "seek to comply with federal, state, and local health official's guidance related to physical distancing, with the goal of keeping students, teachers and service providers safe and healthy as the primary consideration". Each LEA will need to monitor current health conditions and determine appropriate measures regarding in-person assessments. Some assessments, or components of assessments, may be conducted virtually, and, in some cases, existing data may be used. As with all assessments, the LEA can work together with parents to determine which assessments are necessary and appropriate in order to evaluate eligibility for special education services.
Are the special education timeline waiver provisions included in Section 8 of Senate Bill 117 (Chapter 3, Statutes of 2020) still in place?
No. On September 18, 2020, the Governor approved Senate Bill (SB) 820 (Chapter 110, Statutes of 2020). Section 56 of SB 820 rendered SB 117, Section 8 inoperative on July 1, 2020. LEAs must adhere to all state and federal special education timelines, including those related to assessments and access to educational records.

Supporting Social-Emotional Wellness
If students are unable to meaningfully engage in distance learning due to social-emotional and/or mental health needs, what support should the LEA provide? What are the state and federal mandates?
Students with disabilities are required to have educational programs that are designed to meet their specific individual needs. IEP teams are required to monitor students for educational progress and revise the IEP for any lack of expected progress toward the student's annual goals and in the general education curriculum (34 C.F.R 300.324 (b)(1)(ii)). Additionally, the IEP team for a student with disabilities whose behavior impedes learning is required to consider the use of positive behavioral interventions and supports (34 C.F.R 300.324 (a)(2)(i)).

In addition, EC 43503 (b) requires that distance learning include several components, including:

(3) Academic and other supports designed to address the needs of pupils who are not performing at grade level, or need support in other areas, such as . . . pupils with exceptional needs . . .

(4) Special education, related services, and any other services required by a pupil's individualized education program pursuant to Section 56341, including the requirements of subparagraph (A) of paragraph (9) of subdivision (a) of Section 56345, with accommodations necessary to ensure that individualized education program can be executed in a distance learning environment.

Further, an LEA's learning continuity and attendance plan required for the 20-21 school year must outline what additional supports will be provided for pupils with exceptional needs served across the full continuum of placements during the period in which distance learning is provided (EC 43509(a)(1)(A), (e), (f)(1)(B)(vi)).
What is the LEA's responsibility to provide educationally related mental health services (ERMHS) services in the IEP while the LEA is providing distance learning?
Supporting social-emotional and mental health needs of students is critical during this time. EC 43503 (b)(4) requires that distance learning include "special education, related services, and any other services required by a pupil's individualized education program pursuant to Section 56341, including the requirements of subparagraph (A) of paragraph (9) of subdivision (a) of Section 56345, with accommodations necessary to ensure that individualized education program can be executed in a distance learning environment." Therefore, the LEA should ensure that the IEP, including ERMHS when required by the IEP, can be executed in a distance learning environment. With that said, LEA's may not be able to provide all services in the same manner that they are typically provided during this COVID-19 pandemic.

According to the United States Department of Education (USDOE) Office of Special Education Program's (OSEP) March 21, 2020 guidance, "[T]hese exceptional circumstances may affect how all educational and related services and supports are provided . . . the provision of [free and appropriate public education (FAPE)] may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically . . . schools may not be able to provide all services in the same manner that they are typically provided . . . federal disability law allows for flexibility in determining how to meet the individual needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this time of unprecedented national emergency." To review OSEP's March 21, 2020 guidance titled " Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities", visit the USDOE website at https://bit.ly/2VdoJn6.

Updated Resources
Has the USDOE issued additional guidance since April 2020? Are there updated resources to support parents, students, families, and LEAs during this time?

Highlighting and sharing best practices from LEAs and educators across the state

Discussing critical parent partnerships and outlining resources for parents of students with disabilities

Addressing critical transitions in special education via distance learning: preschool to K-12 and post-secondary transition

Addressing the behavioral and mental health needs of students

Highlighting strategies to serve students with disabilities that have unique, extensive support needs

The CDE has also been working with Special Education Local Plan Area leads within the state System of Support to develop targeted resources for distance learning. Those resources can be accessed on the following websites:

Earlier Guidance

09-Apr-2020

The United States is currently experiencing a pandemic emergency due to the threat of novel coronavirus (COVID-19). On March 13, 2020, Governor Newsom signed Executive Order N-26-20 requiring the California Department of Education (CDE) to issue guidance on several topics, including ensuring students with disabilities (SWD) receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements under the Individuals with Disabilities Education Act (IDEA) and California law. Initial guidance on services to students with disabilities was provided on March 20, 2020.

The following guidance provides additional information based on questions received by the CDE in recent weeks. We will continue to update the guidance on this web page as necessary in response to any guidance from the U.S. Department of Education or waivers of any laws or regulations pertaining to special education services.

1. Must all Individualized Education Programs (IEPs) be amended to reflect the change to distance learning?

No, not all IEPs will need to be amended. In response to the Governor's Executive Order, schools are physically closed, and local educational agencies (LEAs) are to provide educational services through alternative options such as distance learning. Under this unique circumstance, in the CDE's view it is not necessary for an LEA to convene an IEP team meeting, or propose an IEP amendment without a team meeting, for every student, solely for the purpose of discussing the need to provide services away from school, because that change must necessarily occur due to the COVID-19 pandemic. Similarly, in the CDE's view, it is not necessary for an LEA to obtain the parent's written consent to provide previously agreed-upon services, away from school. The IEP that was in effect at the time of physical school closure remains in effect, and LEAs should, to the greatest extent possible, continue to provide the services called for in those IEPs in alternative ways.

According to the United States Department of Education (USDOE) Office of Special Education Program's (OSEP) March 21, 2020 guidance, "[T]hese exceptional circumstances may affect how all educational and related services and supports are provided . . . the provision of [free and appropriate public education (FAPE)] may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically . . . schools may not be able to provide all services in the same manner that they are typically provided . . . federal disability law allows for flexibility in determining how to meet the individual needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this time of unprecedented national emergency." To review OSEP's March 21, 2020 guidance titled " Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities", visit the USDOE website at https://bit.ly/2VdoJn6.

However, there may be instances when amending the IEP to reflect the change to distance learning might be necessary and/or appropriate. LEAs may convene an IEP team meeting, or propose an IEP amendment without a team meeting, particularly where it is deemed necessary to address unique circumstances related to alternative service delivery. ( See 20 USC 1414 (d)(4)(A); 20 USC 1414 (d)(3)(D); 34 C.F.R. § 300.324.) Parents too may request an IEP meeting or propose an IEP amendment, pursuant to Education Code § 56343, subdivision (c). Some LEAs and parents have agreed to amend the IEP by incorporating a distance learning plan outlining the special education and related services being provided to the student during the temporary, emergency situation created by the COVID-19 pandemic.

At this time, LEAs should necessarily be focused on serving each and every student. OSEP's March 21, 2020 guidance clarifies that "ensuring compliance with the Individuals with Disabilities Education Act . . . should not prevent any school from offering educational programs through distance instruction." The CDE recognizes that due to the emergency situation created by the COVID-19 pandemic, it will take time for LEAs to determine their continuum of services during school site closures and provide information to parents and students about the services being offered. As such, communication and collaboration are vital. It is recommended that LEAs maintain regular communication with parents of students with disabilities about their efforts to transition to distance learning, plans to ensure access for all students, and to identify and address any immediate support needs when feasible.

2. Is an LEA precluded from providing services to students with disabilities in-person or in the home for the purpose of supporting the student in accessing the alternative options for learning being offered?

No. In some exceptional situations, LEAs may need to provide certain supports and services to individual students in-person in order to maintain students' mental/physical health and safety for the purpose of supporting the student in accessing the alternative options for learning being offered (e.g. distance learning). With that said, alternative service delivery options should seek to comply with federal, state, and local health official's guidance related to physical distancing, with the goal of keeping students, teachers and service providers safe and healthy as the primary consideration.

In such cases, service providers may be considered "Essential Critical Infrastructure Workers" under Executive Order N-33-20. To review the list of "Essential Critical Infrastructure Workers", see the California Coronavirus (COVID-19) Response website at https://covid19.ca.gov/img/EssentialCriticalInfrastructureWorkers.pdf.

For example, the list of essential workers in the healthcare/public health sector includes:

3. I'm a parent of a student with a disability and I have questions about my child's IEP. Where can I go for information and support?

Questions about your student's IEP and educational program in light of school site closures and the COVID-19 pandemic should be discussed with your school or district. Schools across the state are responding to the COVID-19 pandemic in different ways, specific to the school's regional context. The CDE encourages parents to reach out to their school or district office to have a conversation about the impact of the pandemic on their student's education and collaborative ways to support the student during this time.

Parents of students with disabilities may also reach out to California's parent organizations offering support and resources to families of students with disabilities. Information on parent organizations can be accessed on the CDE website at https://www.cde.ca.gov/sp/se/qa/caprntorg.asp.

In addition, the Understood.org website is an example of numerous state and national organizations offering practical advice and strategies for parents and caregivers during this crisis. A link to COVID-19 resources for parents and families developed by Understood can be accessed on the Understood.org website at https://www.understood.org/en/school-learning/coronavirus-latest-updates.

4. What should an LEA do if it has closed school sites due to COVID-19 and is unable to meet the obligation to have an IEP or an Individual Family Service Plan (IFSP) in effect for a child transitioning from Part C to Part B no later than the child's third birthday?

34 C.F.R. §§ 300.101(b) and 300.124(b) require that an IEP or IFSP is developed and is being implemented by the third birthday of a child participating in Part C programs and who will participate in Part B preschool programs. The U.S. Department of Education has not waived or exempted this requirement. Either an IEP or IFSP must be developed and implemented by the child's third birthday. To meet this obligation, teams may conduct meetings virtually via telephone, videoconference, or other means.

5. If IEP teams meet virtually while school sites are closed due to COVID-19, how should parent consent be obtained? Is verbal consent sufficient?

34 C.F.R. § 300.9(b) states that "consent" means in part ". . .the parent understands and agrees in writing. . .". Thus, verbal consent alone is not sufficient. However, the IDEA does not specify how written consent must be obtained. Therefore, LEAs that wish to utilize electronic or digital signatures for consent may do so if they choose. Options for electronic signatures or digital signatures could include but are not limited to use of applications such as HelloSign, DocuSign, Adobe Sign, as well as scanned copies or photographs of signed signature pages. For record keeping purposes, it is recommended that LEAs maintain documentation as proof of consent, including printed or mailed copies of signed documents.
For more information on general electronic signature requirements for public agencies in California, please refer to Government Code § 16.5, and Title 2 of the California Code of Regulations, §§ 22000 et seq.

March 20, 2020

The United States is currently experiencing a pandemic emergency due to the threat of novel coronavirus (COVID-19). On March 13, 2020, Governor Newsom signed Executive Order N-26-20 ensuring State funding for Local Educational Agencies (LEA) in the event of physical closure due to the threat of COVID-19. The Executive Order requires the California Department of Education (CDE) to issue guidance on several topics, including ensuring students with disabilities (SWD) receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements under the Individuals with Disabilities Education Act (IDEA) and California law.

At this time, the federal government has not waived the federal requirements under the Individuals with Disabilities Education Act (IDEA). To review guidance from the USDOE titled " Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak," visit the USDOE website at https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf. The CDE and the California State Board of Education (SBE) are working with the United States Department of Education (USDOE) to determine what flexibilities or waivers may be issued in light of the extraordinary circumstances. Until and unless USDOE ultimately provides flexibilities under federal law, LEAs should do their best in adhering to IDEA requirements, including federally mandated timelines, to the maximum extent possible. LEAs are encouraged to consider ways to use distance technology to meet these obligations. However, the CDE acknowledges the complex, unprecedented challenges LEAs are experiencing from the threat of COVID-19. As such, the CDE is committed to a reasonable approach to compliance monitoring that accounts for the exceptional circumstances facing the state.

The CDE appreciates the difficult decisions that LEAs and families are faced with as we grapple with this unprecedented crisis. The CDE has formed a workgroup of special education practitioners and other experts to help brainstorm best practices that we plan to share in the coming weeks. In addition, resources for addressing the needs of students with disabilities are provided in this guidance and in the CDE's guidance on distance learning at https://www.cde.ca.gov/ls/he/hn/guidance.asp. We will update this guidance as necessary in response to any guidance from the U.S. Department of Education or waivers of any laws or regulations pertaining to special education services.

The following answers to frequently asked questions received by the CDE provides guidance on topics relevant to serving students with disabilities.

1. If an LEA offers distance learning for instructional delivery in lieu of regular classroom instruction during a school site closure for students, what is the obligation to implement the IEP for students with disabilities?

As a result of Governor Newsom's Executive Order N-26-20, schools will receive funding to continue delivering educational opportunities to students to the extent feasible through, among other options, distance learning and/or independent study. When an LEA continues to provide educational opportunities to the general student population during physical school site closures, the LEA must ensure that students with disabilities have equitable access to comparable opportunities, appropriately tailored to the individualized need of a student to ensure meaningful access, as determined through the IEP process to the extent feasible.

If the LEA can continue providing special education and related services as outlined in the IEP, or an agreed upon amendment to the existing IEP, through a distance learning model, they should do so. The LEA can also consider alternative service delivery options such as in-home service delivery, meeting with individual students at school sites, or other appropriate locations to deliver services. Further, LEAs are encouraged to work collaboratively with Nonpublic Schools and Agencies (NPS/As) to ensure continuity of services, including moving to virtual platforms for service delivery to the extent feasible and appropriate.

These alternative delivery options should seek to comply with federal, state, and local health official's guidance related to social distancing, with the goal of keeping students, teachers and service providers safe and healthy. Teachers and specialists should work collaboratively to ensure instruction is accessible for the student based on the student's individualized needs. Given the unprecedented situation created by the threat of COVID-19, exceptional circumstances may affect how a particular service is provided under a student's IEP. In such a situation, the IEP team will need to make individualized decisions regarding whether compensatory services are required when the regular provision of services resumes.

Further guidance on distance learning, including considerations for students with disabilities, can be accessed on the CDE website athttps://www.cde.ca.gov/ls/he/hn/guidance.asp.

2. What is considered equitable access for students with disabilities?

When an LEA provides services to students during a school site closure, the LEA must provide equitable access to those services for students with disabilities, with services appropriately tailored to the individualized needs of students, to the greatest extent possible. When LEAs are providing instruction through a distance learning model to replace what would have been provided in the classroom, LEAs must create access to the instruction for students with disabilities, including planning for appropriate modifications or accommodations based on the individualized needs of each student and the differences created by the change in modality (e.g. virtual vs. classroom-based). Educational and support services provided should be commensurate with those identified in the IEP for each student to ensure educational benefit.

For example, LEAs may consider the use of accessible distance technology, instructional phone calls, and other curriculum-based activities that have been scaffolded based on student need. More information on accessibility and distance learning can be accessed on the CDE website at https://www.cde.ca.gov/ls/he/hn/appendix2.asp.

In some cases, it may be appropriate for LEAs to consider providing classroom-based instruction to small groups of students with disabilities that have extensive support needs, despite the fact that the school site has closed, consistent with federal, state, and local health directives related to COVID-19. Alternative service delivery options should seek to comply with federal, state, and local health official's guidance related to social distancing, with the goal of keeping students, teachers and service providers safe and healthy. There is no single service delivery method that will meet the needs of every student. Therefore, LEAs should consider employing a variety of service delivery options. The CDE has convened a work group of special educators to develop more specific guidance for operationalizing such strategies, including examples from California LEAs.

3. If distance learning is provided in some capacity but does not mirror the offer of FAPE in the IEP, will compensatory services be required once an LEA resumes the regular school session?

Once the regular school session resumes, LEAs should plan to make individualized determinations, in collaboration with the IEP team, regarding whether or not compensatory education and services may be needed for a student. Educational need can be measured by assessing whether or not the student continued making progress in the general education curriculum, or alternative course of study specified in their IEP, or toward meeting their individualized IEP goals and/or if any regression occurred during the period of school site closure.

4. Is the CDE encouraging continued utilization of and payment to Nonpublic Schools and Agencies (NPS/As)?

Yes. California NPS/As provide critical programs and related services to students with disabilities. LEAs should work collaboratively with NPS/As to ensure continuity of services, including moving to virtual platforms for service delivery to the extent feasible and appropriate. In an effort to ensure that the full continuum of placements and service delivery options remains available to students and LEAs subsequent to these unprecedented school site closures, CDE encourages LEAs to continue to use the services of NPS/As during school site closures, including distance learning options made available by NPS/As, so that NPS/As may continue to receive payment in accordance with pupils IEPs and the Master Contracts/Individual Service Agreements between LEAs and NPS/As.

5. When school sites are closed and no services or instruction are being provided for a period of time, can LEAs consider providing some special education services to some students? How should LEAs determine what services can or should be provided?

Yes. To be clear, CDE is not recommending this as an option. Consistent with Executive Order N-26-20, LEAs are continuing to receive ADA funding during school site closures so they will continue to provide services to all students, including students with disabilities. Should services be discontinued for a period of time, LEAs and IEP teams would be required to make an individualized determination as to whether compensatory services are needed once services resume.

At this uncertain time, it is imperative to keep the safety of students as the primary consideration for every decision made. As LEAs strive for equitable supports and services for students, in some exceptional situations, LEAs may need to provide certain supports and services to individual students with extensive support needs in order to maintain their mental/physical health and safety. The LEA may provide such services, even if the services are not available to all students with disabilities during a school site closure. As such, LEAs should make individualized determinations about the need to provide services to ensure the mental/physical health and safety of a student with a disability, even during a school site closure, if those services are able to be provided consistent with federal, state, and local health directives.

6. How will state and federal grants be impacted by school site closures (e.g. Alternative Dispute Resolution, Workability, Supporting Inclusive Practices, etc.)?

Federal and state grants already funded should continue with their program deliverables. In cases where grant deliverables cannot be provided, grantees should work with their CDE program and fiscal contact to determine next steps. If grants have scheduled in-person conferences, institutes, training, or workshops they should be rescheduled or delivered virtually. Any grant amendments or change in due date for expenditure reports will need to be done on a case by case basis due to the specific requirements of funding sources.

7. What is the impact of school site closures on special education monitoring timelines and processes?

At this time, the federal government has not waived the federal requirements under the IDEA. However, giventhe complex, unprecedented challenges LEAs are experiencing from the threat of COVID-19,the CDE is committed to a reasonable approach to compliance monitoring that accounts for the exceptional circumstances facing the state. If an LEA is having difficulty meeting timelines or has questions related to timelines, please contact your regional Intensive Monitoring Consultant. A list of regional consultants is available at https://www.cde.ca.gov/sp/se/qa/fmtacncnt.asp.

8. What is the impact of school site closures on state complaints and due process hearings under the IDEA?

Regarding the state complaint process, in light of widespread school site closures and the inability of LEAs to meaningfully respond to complaint investigations, the CDE will be extending current complaint investigation timelines for good cause by the length of any school site closure during the stated emergency. It is anticipated that once LEAs reopen and are available to participate in the investigation process, the 60-day timeline will recommence and both the complainant and LEA will be notified. The CDE will continue to receive complaints that allege violations of the IDEA and complainants will be notified of any delay that may impact the investigation.

Currently, California's system for due process hearings and mediation through the Office of Administrative Hearings (OAH) remains operational, although some processes and/or timelines may be impacted by widespread school site closures and in order to maintain compliance with federal, state, and local health directives related to COVID-19. Updated information on the impact of COVID-19 on special education due process hearings can be accessed on the OAH's website athttps://www.dgs.ca.gov/OAH/Case-Types/Special-Education/Resources/SE-Coronavirus-Update/#@ViewBag.JumpTo.

9. What is the impact on services to students with disabilities served by Part C of the IDEA?

For information related to the impact of the COVID-19 response on services to students with disabilities, ages 0 to 3, served under Part C of the IDEA, please visit the California Department of Developmental Services website athttps://www.dds.ca.gov/corona-virus-information-and-resources/

In addition, IDEA Part C and COVID-19 are addressed in guidance from the USDOE's Office of Special Education Programs, which can be accessed on the USDOE website at https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-covid-19-03-12-2020.pdf.

10. Where can I find more guidance and resources related to serving students with disabilities, distance learning, and online accessibility?

Questions: California Department of Education | 916-319-0800

Last Reviewed: Tuesday, March 29, 2022

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This page contains information pertaining to school closures and services to students with disabilities.

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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Order mandates that school districts use dollars to fund distance learning and high quality educational opportunities, safely provide school meals, and arrange for the supervision of students during school hours Order requires Department of Education and California Health & Human Services Agency to develop strategies to address equity challenges around internet connectivity, ensure students with disabilities receive specialized education, and safely provide meals Order urges employers to take area school closures into account and provide flexibility during the COVID-19 crisis
SACRAMENTO - Governor Gavin Newsom today issued an executive order ensuring California public school districts retain state funding even in the event of physical closure. The order directs school districts to use those state dollars to fund distance learning and high quality educational opportunities, provide school meals and, as practicable, arrange for the supervision for students during school hours.

"Closing schools has a massive, cascading effect for our kids and their families - especially those least equipped financially to deal with them. The needs of California kids must be met regardless of whether their school is open or closed. School districts that choose to close must use state educational dollars to quickly meet the needs of children and families. The State of California is working around the clock to help those districts and provide best practices to ensure no kid is left behind," said Governor Newsom.

"I applaud Governor Newsom for the action in his Executive Order to provide schools with the tools they need to continue providing students with high quality education while keeping them safe. This allows schools to put safety first without jeopardizing the financial resources needed to meet the needs of our students. The California Department of Education looks forward to working closely with Governor Newsom and educators from across the state to provide guidance for addressing critical education issues such as providing students with meals and insuring the delivery of needed services and supports to students with disabilities," said California State Superintendent of Public Instruction Tony Thurmond.

The order provides that even if schools close temporarily because of COVID-19, school districts must:

Continue delivering high-quality educational opportunities to students through other options, distance learning and independent study;

Safely provide school meals through the Summer Food Service Program and Seamless Summer Option, consistent with the requirements of the California Department of Education and U.S. Department of Agriculture;

To the extent practicable, arrange for supervision for students during ordinary school hours

Continue to pay employees.

The full executive order can be viewed here.
State Efforts to Assist California Workers
California will continue acting swiftly to help workers hurt by COVID-19. Affected workers can visit the Labor & Workforce Development Agency's website to review what benefits are available to them. For instance,

If you're unable to work because you are caring for an ill or quarantined family member with COVID-19 you may qualify for Paid Family Leave (PFL).

If you're unable to work due to medical quarantine or illness, you may qualify for Disability Insurance. Those who have lost a job or have had their hours reduced for reasons related to COVID-19 may be able to partially recover their wages by filing an unemployment insurance claim.

If a worker or a family member is sick or for preventative care when civil authorities recommend quarantine, workers may use accrued paid sick leave in accordance with the law.

If workers are unable to do their usual job because they were exposed to and contracted COVID-19 during the regular course of their work, they may be eligible for workers' compensation benefits. All information and resources can be found at Labor.Ca.Gov/Coronavirus2019

All Community Guidance Released from CDPH:
The California Department of Public Health has consolidated state guidance on how to prepare and protect Californians from COVID-19 in a single location. This includes guidance for:

Health care facilities, including long-term care facilities

Community care facilities, including assisted living facilities and child care

Schools and institutions of higher education

First responders, including paramedics and EMTs

Employers, health care workers and workers in general industry

Health care plans

Home cleaning with COVID-19 positive individuals

Gathering Guidance

Guidance for Using Disinfectants at Schools and Child Cares

Laboratories

Health care facilities from Cal/OSHA

Homelessness Providers

What to Do if You Think You're Sick:
Call ahead: If you are experiencing symptoms of COVID-19 and may have had contact with a person with COVID-19, or recently traveled to countries with apparent community spread, call your health care provider or local public health department first before seeking medical care so that appropriate precautions can be taken.

California's Response to COVID-19:
We have been actively and extensively planning with our local public health and health care delivery systems. Here are some of the things we are already doing:

The Governor has signed an executive order further enhancing California's ability to respond to the pandemic. The order directs residents to follow public health directives and guidance, including to cancel large non-essential gatherings that do not meet state criteria; waives the one-week waiting period for people who are unemployed and/or disabled as a result of COVID-19; and readies the state to commandeer property for temporary residences and medical facilities for quarantining, isolating or treating individuals, among other things.

As in any public health event, the California Department of Public Health's Medical and Health Coordination Center has been activated and is coordinating public health response efforts across the state.

California continues to prepare and respond in coordination with federal and local partners, hospitals and physicians.

Governor Newsom declared a State of Emergency to make additional resources available, formalize emergency actions already underway across multiple state agencies and departments, and help the state prepare for broader spread of COVID-19.

Governor Gavin Newsom requested the Legislature make up to $20 million available for state government to respond to the spread of COVID-19.

California activated the State Operations Center to its highest level to coordinate response efforts across the state.

24 million more Californians are now eligible for free medically necessary COVID-19 testing.

California made available some of its emergency planning reserves of 21 million N95 filtering face piece masks for use in certain health care settings to ease shortages of personal protective equipment.

The Public Health Department is providing information, guidance documents, and technical support to local health departments, health care facilities, providers, schools, universities, colleges, and childcare facilities across California

The California Employment Development Department (EDD) is encouraging individuals who are unable to work due to exposure to COVID-19 to file a Disability Insurance claim.

EDD is also encouraging employers who are experiencing a slowdown in their businesses or services as a result of the Coronavirus impact on the economy to apply for an Unemployment Insurance work sharing program.

California continues to work in partnership with the federal government to aid in the safe return of 962 Californians from the Grand Princess cruise ship. This mission is centered around protecting the health of the passengers, and ensuring that when the passengers disembark, the public health of the United States, the State of California, and partner communities is protected.

The Public Health Department is coordinating with federal authorities and local health departments that have implemented screening, monitoring and, in some cases quarantine of returning travelers.

In coordination with the CDC, state and local health departments, we are actively responding to cases of COVID-19.

The Public Health Department is supporting hospitals and local public health laboratories in the collection of specimens and testing for COVID-19.

The California Department of Public Health's state laboratory in Richmond and 18 other public health department laboratories now have tests for the virus that causes COVID-19. Eighteen of them are currently conducting tests, with the others coming online soon.​

For more the most up to date information on COVID-19 and California's response, visit the CDPH website.

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Governor Newsom Signs Executive Order Ensuring State Funding for Schools Even in Event of Physical Closure | California Governor

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Order mandates that school districts use dollars to fund distance learning and high quality educational opportunities, safely provide school meals, and arrange for the supervision of students during school hours Order requires Department of Education and California Health & Human Services Agency to develop strategies to address equity challenges around

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Order mandates that school districts use dollars to fund distance learning and high quality educational opportunities, safely provide school meals, and arrange for the supervision of students during school hours Order requires Department of Education and California Health & Human Services Agency to develop strategies to address equity challenges around internet connectivity, ensure students with disabilities receive specialized education, and safely provide meals Order urges employers to take area school closures into account and provide flexibility during the COVID-19 crisis
SACRAMENTO - Governor Gavin Newsom today issued an executive order ensuring California public school districts retain state funding even in the event of physical closure. The order directs school districts to use those state dollars to fund distance learning and high quality educational opportunities, provide school meals and, as practicable, arrange for the supervision for students during school hours.

"Closing schools has a massive, cascading effect for our kids and their families - especially those least equipped financially to deal with them. The needs of California kids must be met regardless of whether their school is open or closed. School districts that choose to close must use state educational dollars to quickly meet the needs of children and families. The State of California is working around the clock to help those districts and provide best practices to ensure no kid is left behind," said Governor Newsom.

"I applaud Governor Newsom for the action in his Executive Order to provide schools with the tools they need to continue providing students with high quality education while keeping them safe. This allows schools to put safety first without jeopardizing the financial resources needed to meet the needs of our students. The California Department of Education looks forward to working closely with Governor Newsom and educators from across the state to provide guidance for addressing critical education issues such as providing students with meals and insuring the delivery of needed services and supports to students with disabilities," said California State Superintendent of Public Instruction Tony Thurmond.

The order provides that even if schools close temporarily because of COVID-19, school districts must:

Continue delivering high-quality educational opportunities to students through other options, distance learning and independent study;

Safely provide school meals through the Summer Food Service Program and Seamless Summer Option, consistent with the requirements of the California Department of Education and U.S. Department of Agriculture;

To the extent practicable, arrange for supervision for students during ordinary school hours

Continue to pay employees.

The full executive order can be viewed here.
State Efforts to Assist California Workers
California will continue acting swiftly to help workers hurt by COVID-19. Affected workers can visit the Labor & Workforce Development Agency's website to review what benefits are available to them. For instance,

If you're unable to work because you are caring for an ill or quarantined family member with COVID-19 you may qualify for Paid Family Leave (PFL).

If you're unable to work due to medical quarantine or illness, you may qualify for Disability Insurance. Those who have lost a job or have had their hours reduced for reasons related to COVID-19 may be able to partially recover their wages by filing an unemployment insurance claim.

If a worker or a family member is sick or for preventative care when civil authorities recommend quarantine, workers may use accrued paid sick leave in accordance with the law.

If workers are unable to do their usual job because they were exposed to and contracted COVID-19 during the regular course of their work, they may be eligible for workers' compensation benefits. All information and resources can be found at Labor.Ca.Gov/Coronavirus2019

All Community Guidance Released from CDPH:
The California Department of Public Health has consolidated state guidance on how to prepare and protect Californians from COVID-19 in a single location. This includes guidance for:

Health care facilities, including long-term care facilities

Community care facilities, including assisted living facilities and child care

Schools and institutions of higher education

First responders, including paramedics and EMTs

Employers, health care workers and workers in general industry

Health care plans

Home cleaning with COVID-19 positive individuals

Gathering Guidance

Guidance for Using Disinfectants at Schools and Child Cares

Laboratories

Health care facilities from Cal/OSHA

Homelessness Providers

What to Do if You Think You're Sick:
Call ahead: If you are experiencing symptoms of COVID-19 and may have had contact with a person with COVID-19, or recently traveled to countries with apparent community spread, call your health care provider or local public health department first before seeking medical care so that appropriate precautions can be taken.

California's Response to COVID-19:
We have been actively and extensively planning with our local public health and health care delivery systems. Here are some of the things we are already doing:

The Governor has signed an executive order further enhancing California's ability to respond to the pandemic. The order directs residents to follow public health directives and guidance, including to cancel large non-essential gatherings that do not meet state criteria; waives the one-week waiting period for people who are unemployed and/or disabled as a result of COVID-19; and readies the state to commandeer property for temporary residences and medical facilities for quarantining, isolating or treating individuals, among other things.

As in any public health event, the California Department of Public Health's Medical and Health Coordination Center has been activated and is coordinating public health response efforts across the state.

California continues to prepare and respond in coordination with federal and local partners, hospitals and physicians.

Governor Newsom declared a State of Emergency to make additional resources available, formalize emergency actions already underway across multiple state agencies and departments, and help the state prepare for broader spread of COVID-19.

Governor Gavin Newsom requested the Legislature make up to $20 million available for state government to respond to the spread of COVID-19.

California activated the State Operations Center to its highest level to coordinate response efforts across the state.

24 million more Californians are now eligible for free medically necessary COVID-19 testing.

California made available some of its emergency planning reserves of 21 million N95 filtering face piece masks for use in certain health care settings to ease shortages of personal protective equipment.

The Public Health Department is providing information, guidance documents, and technical support to local health departments, health care facilities, providers, schools, universities, colleges, and childcare facilities across California

The California Employment Development Department (EDD) is encouraging individuals who are unable to work due to exposure to COVID-19 to file a Disability Insurance claim.

EDD is also encouraging employers who are experiencing a slowdown in their businesses or services as a result of the Coronavirus impact on the economy to apply for an Unemployment Insurance work sharing program.

California continues to work in partnership with the federal government to aid in the safe return of 962 Californians from the Grand Princess cruise ship. This mission is centered around protecting the health of the passengers, and ensuring that when the passengers disembark, the public health of the United States, the State of California, and partner communities is protected.

The Public Health Department is coordinating with federal authorities and local health departments that have implemented screening, monitoring and, in some cases quarantine of returning travelers.

In coordination with the CDC, state and local health departments, we are actively responding to cases of COVID-19.

The Public Health Department is supporting hospitals and local public health laboratories in the collection of specimens and testing for COVID-19.

The California Department of Public Health's state laboratory in Richmond and 18 other public health department laboratories now have tests for the virus that causes COVID-19. Eighteen of them are currently conducting tests, with the others coming online soon.​

For more the most up to date information on COVID-19 and California's response, visit the CDPH website.

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Governor Newsom Signs Executive Order Ensuring State Funding for Schools Even in Event of Physical Closure | California Governor

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Order mandates that school districts use dollars to fund distance learning and high quality educational opportunities, safely provide school meals, and arrange for the supervision of students during school hours Order requires Department of Education and California Health & Human Services Agency to develop strategies to address equity challenges around

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Letter from Kristin Wright - CDE/SPED Division 

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Letter from Kristin Wright - CDE/SPED Division 

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Coronavirus Response and School Reopening Guidance - Health Services & School Nursing (CA Dept of Education)

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Information and resources regarding CDE’s COVID-19 response efforts, including the guidance document for safely reopening schools.

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National Association Of School Psychologists - Health Crisis Resources 

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National Association Of School Psychologists - Health Crisis Resources 

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National Association of School Psychologists (NASP)

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These resources were developed to help schools and districts provide supports for their students and community in the event of a health crisis.

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School Counselor Administrators Resource Hub

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School Counselor Administrators Resource Hub

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Virtual Toolkit

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COVID-19 COELSC Countywide Message to School Counselors

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Escalon Unified School District has created these sample letters to inform parents/guardians if COVID-19 is identified at a student's school and/or if a student was exposed to COVID-19.

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Escalon Unified Exposure / No Exposure Letters - ACSA Resource Hub

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http://acsa.wpengine.com/wp-content/uploads/2021/11/Escalon-Unified-Exposure-_-No-Exposure-Letters.pdf Escalon Unified School District has created these sample letters to inform parents/guardians if COVID-19 is identified at a student's school and/or if a student was exposed to COVID-19.

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COVID-19 Resiliency and Wellness Resources

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COVID-19 Resiliency and Wellness Resources

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Huge Compilation from Wellness Team at Children's Hospital Los Angeles

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COVID-19 Resiliency and Wellness Resources

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How canceled events and self-quarantines save lives, in one chart

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This is how we all help slow the spread of coronavirus.

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Coronavirus Q&As: Answers to 7 questions your kids may have about the pandemic

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It’s natural for children to be aware of the stress adults may be feeling about the COVID-19 pandemic. Child psychologists offer some practical advice for parents on how to talk to their kids.

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This page includes advice from WHO on ways to protect yourself and prevent the spread of COVID-19. The downloadable infographics below provide guidance on general and specific topics related to the pandemic.
Stay aware of the latest COVID-19 information by regularly checking updates from WHO in addition to national and local public health authorities.
Find out more about getting vaccinated:

Keep yourself and others safe: Do it all!

Protect yourself and those around you:

Get vaccinated as soon as it's your turn and follow local guidance on vaccination.

Keep physical distance of at least 1 metre from others, even if they don't appear to be sick. Avoid crowds and close contact.

Wear a properly fitted mask when physical distancing is not possible and in poorly ventilated settings.

Clean your hands frequently with alcohol-based hand rub or soap and water.

Cover your mouth and nose with a bent elbow or tissue when you cough or sneeze. Dispose of used tissues immediately and clean hands regularly.

If you develop symptoms or test positive for COVID-19, self-isolate until you recover.

Wear a mask properly

To properly wear your mask:

Make sure your mask covers your nose, mouth and chin.

Clean your hands before you put your mask on, before and after you take it off, and after you touch it at any time.

When you take off your mask, store it in a clean plastic bag, and every day either wash it if it's a fabric mask or dispose of it in a trash bin if it's a medical mask.

Don't use masks with valves.

More about masks:

Make your environment safer

The risks of getting COVID-19 are higher in crowded and inadequately ventilated spaces where infected people spend long periods of time together in close proximity.

Outbreaks have been reported in places where people have gather, often in crowded indoor settings and where they talk loudly, shout, breathe heavily or sing such as restaurants, choir practices, fitness classes, nightclubs, offices and places of worship.

To make your environment as safe as possible:

Meet people outside. Outdoor gatherings are safer than indoor ones, particularly if indoor spaces are small and without outdoor air coming in.

If you can't avoid crowded or indoor settings, take these precautions:

Open a window to increase the amount of natural ventilation when indoors.

Wear a mask (see above for more details).

By following good respiratory hygiene you protect the people around you from viruses that cause colds, flu and COVID-19.

To ensure good hygiene you should:

Regularly and thoroughly clean your hands with either an alcohol-based hand rub or soap and water. This eliminates germs that may be on your hands, including viruses.

Cover your mouth and nose with your bent elbow or a tissue when you cough or sneeze. Dispose of the used tissue immediately into a closed bin and wash your hands.

Clean and disinfect surfaces frequently, especially those which are regularly touched, such as door handles, faucets and phone screens.

What to do if you feel unwell

If you feel unwell, here's what to do.

If you have a fever, cough and difficulty breathing, seek medical attention immediately.Call by telephone first and follow the directions of your local health authority.

Know the full range of symptoms of COVID-19. The most common symptoms of COVID-19 are fever, dry cough, tiredness and loss of taste or smell. Less common symptoms include aches and pains, headache, sore throat, red or irritated eyes, diarrhoea, a skin rash or discolouration of fingers or toes.

Stay home and self-isolate for 10 days from symptom onset, plus three days after symptoms cease. Call your health care provider or hotline for advice. Have someone bring you supplies. If you need to leave your house or have someone near you, wear a properly fitted mask to avoid infecting others.

Keep up to date on the latest information from trusted sources, such as WHO or your local and national health authorities. Local and national authorities and public health units are best placed to advise on what people in your area should be doing to protect themselves.

How COVID-19 infects people and how our bodies react.

How to visit healthcare facilities safely

COVID-19 symptoms and flu

Protect yourself and others from getting sick

Pregnancy & breastfeeding

How to cope with stress

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Advice for the public on COVID-19 - World Health Organization

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Simple precautions to reduce your chances of being infected or spreading COVID-19.

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Introduction

Quarantine is the separation and restriction of movement of people who have potentially been exposed to a contagious disease to ascertain if they become unwell, so reducing the risk of them infecting others.

This definition differs from isolation, which is the separation of people who have been diagnosed with a contagious disease from people who are not sick; however, the two terms are often used interchangeably, especially in communication with the public. The word quarantine was first used in Venice, Italy in 1127 with regards to leprosy and was widely used in response to the Black Death, although it was not until 300 years later that the UK properly began to impose quarantine in response to plague.

Most recently, quarantine has been used in the coronavirus disease 2019 (COVID-19) outbreak. This outbreak has seen entire cities in China effectively placed under mass quarantine, while many thousands of foreign nationals returning home from China have been asked to self-isolate at home or in state-run facilities.

There are precedents for such measures. Citywide quarantines were also imposed in areas of China and Canada during the 2003 outbreak of severe acute respiratory syndrome (SARS), whereas entire villages in many west African countries were quarantined during the 2014 Ebola outbreak.

Why is this Review needed?

Quarantine is often an unpleasant experience for those who undergo it. Separation from loved ones, the loss of freedom, uncertainty over disease status, and boredom can, on occasion, create dramatic effects. Suicide has been reported, substantial anger generated, and lawsuits brought

following the imposition of quarantine in previous outbreaks. The potential benefits of mandatory mass quarantine need to be weighed carefully against the possible psychological costs. Successful use of quarantine as a public health measure requires us to reduce, as far as possible, the negative effects associated with it.

Given the developing situation with coronavirus, policy makers urgently need evidence synthesis to produce guidance for the public. In circumstances such as these, rapid reviews are recommended by WHO.

We undertook a Review of evidence on the psychological impact of quarantine to explore its likely effects on mental health and psychological wellbeing, and the factors that contribute to, or mitigate, these effects. Of 3166 papers found, 24 are included in this Review ( figure). The characteristics of studies that met our inclusion criteria are presented in the table. These studies were done across ten countries and included people with SARS (11 studies), Ebola (five), the 2009 and 2010 H1N1 influenza pandemic (three), Middle East respiratory syndrome (two), and equine influenza (one). One of these studies related to both H1N1 and SARS.

The psychological impact of quarantine

Five studies compared psychological outcomes for people quarantined with those not quarantined., , , , A study of hospital staff who might have come into contact with SARS found that immediately after the quarantine period (9 days) ended, having been quarantined was the factor most predictive of symptoms of acute stress disorder. In the same study, quarantined staff were significantly more likely to report exhaustion, detachment from others, anxiety when dealing with febrile patients, irritability, insomnia, poor concentration and indecisiveness, deteriorating work performance, and reluctance to work or consideration of resignation. In another study, the effect of being quarantined was a predictor of post-traumatic stress symptoms in hospital employees even 3 years later. Approximately 34% (938 of 2760) of horse owners quarantined for several weeks because of an equine influenza outbreak reported high psychological distress during the outbreak, compared with around 12% in the Australian general population. A study comparing post-traumatic stress symptoms in parents and children quarantined with those not quarantined found that the mean post-traumatic stress scores were four times higher in children who had been quarantined than in those who were not quarantined. 28% (27 of 98) of parents quarantined in this study reported sufficient symptoms to warrant a diagnosis of a trauma-related mental health disorder, compared with 6% (17 of 299) of parents who were not quarantined. Another study of hospital staff examined symptoms of depression 3 years after quarantine and found that 9% (48 of 549) of the whole sample reported high depressive symptoms. In the group with high depressive symptoms, nearly 60% (29 of 48) had been quarantined but only 15% (63 of 424) of the group with low depressive symptoms had been quarantined.

All other quantitative studies only surveyed those who had been quarantined and generally reported a high prevalence of symptoms of psychological distress and disorder. Studies reported on general psychological symptoms, emotional disturbance, depression, stress, low mood, irritability, insomnia, post-traumatic stress symptoms (rated on Weiss and Marmar's Impact of Event Scale-Revised

), anger, and emotional exhaustion. Low mood (660 [73%] of 903) and irritability (512 [57%] of 903) stand out as having high prevalence.

People quarantined because of being in close contact with those who potentially have SARS reported various negative responses during the quarantine period: over 20% (230 of 1057) reported fear, 18% (187) reported nervousness, 18% (186) reported sadness, and 10% (101) reported guilt. Few reported positive feelings: 5% (48) reported feelings of happiness and 4% (43) reported feelings of relief. Qualitative studies also identified a range of other psychological responses to quarantine, such as confusion,, , , fear,, , , , , anger,, grief, numbness, and anxiety-induced insomnia.,

One study compared undergraduates who had been quarantined with those not quarantined immediately after the quarantine period and found no significant difference between the groups in terms of post-traumatic stress symptoms or general mental health problems. However, the entire study population were undergraduate students (who are generally young, and perhaps have fewer responsibilities than adults who are employed full-time) and thus it is possible that these conclusions cannot be generalised to the wider population.

After quarantine, many participants continued to engage in avoidance behaviours. For health-care workers, being quarantined was significantly and positively associated with avoidance behaviours, such as minimising direct contact with patients and not reporting to work. A study of people quarantined because of potential SARS contact noted that 54% (524 of 1057) of people who had been quarantined avoided people who were coughing or sneezing, 26% (255) avoided crowded enclosed places, and 21% (204) avoided all public spaces in the weeks following the quarantine period. A qualitative study reported that several participants described long-term behavioural changes after the quarantine period, such as vigilant handwashing and avoidance of crowds and, for some, the return to normality was delayed by many months.

Prequarantine predictors of psychological impact

Stressors during quarantine

Duration of quarantine

Three studies showed that longer durations of quarantine were associated with poorer mental health specifically, post-traumatic stress symptoms,, avoidance behaviours, and anger.

Although the duration of the quarantine was not always clear, one study showed that those quarantined for more than 10 days showed significantly higher post-traumatic stress symptoms than those quarantined for less than 10 days.

Fears of infection

Participants in eight studies reported fears about their own health or fears of infecting others, , , , , , , and were more likely to fear infecting family members than those not quarantined. They also became particularly worried if they experienced any physical symptoms potentially related to the infection and fear that the symptoms could reflect having the infection continued to be related to psychological outcomes several months later. Conversely, one study found that although very few participants were extremely concerned about becoming infected or transmitting the virus to others, those who were concerned tended to be pregnant women and those with young children.

Frustration and boredom

Confinement, loss of usual routine, and reduced social and physical contact with others were frequently shown to cause boredom, frustration, and a sense of isolation from the rest of the world, which was distressing to participants., , , , , , , , This frustration was exacerbated by not being able to take part in usual day-to-day activities, such as shopping for basic necessities or taking part in social networking activities via the telephone or internet.

Inadequate supplies

Having inadequate basic supplies (eg, food, water, clothes, or accommodation) during quarantine was a source of frustration, and continued to be associated with anxiety and anger 4-6 months after release. Being unable to get regular medical care and prescriptions also appeared to be a problem for some participants.

Four studies found that supplies from public health authorities were insufficient. Participants reported receiving their masks and thermometers late or not at all; food, water, and other items were only intermittently distributed; and food supplies took a long time to arrive. Although those quarantined during the Toronto SARS outbreak praised public health authorities for delivering kits of medical supplies at the beginning of the quarantine period, they did not receive groceries or other routine supplies needed for daily living.

Inadequate information

Many participants cited poor information from public health authorities as a stressor, reporting insufficient clear guidelines about actions to take and confusion about the purpose of quarantine., , , , , After the Toronto SARS epidemic, participants perceived that confusion stemmed from the differences in style, approach, and content of various public health messages because of poor coordination between the multiple jurisdictions and levels of government involved. Lack of clarity about the different levels of risk, in particular, led to participants fearing the worst. Participants also reported a perceived lack of transparency from health and government officials about the severity of the pandemic. Perhaps related to the lack of clear guidelines or rationale, perceived difficulty with complying with quarantine protocols was a significant predictor of post-traumatic stress symptoms in one study.

Stressors postquarantine

Financial loss can be a problem during quarantine, with people unable to work and having to interrupt their professional activities with no advanced planning; the effects appear to be long lasting. In the reviewed studies, the financial loss as a result of quarantine created serious socioeconomic distress and was found to be a risk factor for symptoms of psychological disorders and both anger and anxiety several months after quarantine. One study found that respondents who were quarantined because of equine influenza, whose principal source of income was from a horse-related industry, were more than twice as likely to have high distress than those whose income was not from the industry. This finding is probably linked to economic effects but could also be related to disruption of social networks and loss of leisure activities. Notably, this study is exceptional in that occupation and exposure are confounded.

Potentially related to financial loss, participants with a combined annual household income of less than CAN$40 000 showed significantly higher amounts of post-traumatic stress and depressive symptoms. These symptoms are probably because those with lower incomes were more likely to be affected by the temporary loss of income than those with higher incomes.

People who are quarantined and have lower household incomes might require additional levels of support, along with those who lose earnings while in quarantine (ie, self-employed people who are unable to work or salaried staff who are unable to take paid leave). Financial reimbursements should be provided where possible and programmes developed to provide financial support throughout the quarantine period. Where appropriate, employers might also wish to consider proactive approaches that allow employees to work from home if they wish to, both to avoid financial loss and to stave off boredom, while being mindful that staff in these situations might not be at their most productive and might benefit more from remote social support from their colleagues.

Stigma from others was a major theme throughout the literature, often continuing for some time after quarantine, even after containment of the outbreak. In a comparison of health-care workers quarantined versus those not quarantined, quarantined participants were significantly more likely to report stigmatisation and rejection from people in their local neighbourhoods, suggesting that there is stigma specifically surrounding people who had been quarantined. Participants in several studies reported that others were treating them differently: avoiding them, withdrawing social invitations, treating them with fear and suspicion, and making critical comments., , , , , ,

Those quarantined during the Ebola epidemic in Liberia reported that stigma could lead to disenfranchisement of minority groups in the community as families under quarantine were often said to belong to different ethnic groups, tribes, or religions and were perceived as dangerous because they were different. Perhaps because of this stigma, being quarantined led participants in this study to keep easily treatable, non-Ebola illnesses a secret and avoided seeking help.

What can be done to mitigate the consequences of quarantine?

In this regard, our results do not provide strong evidence that any particular demographic factors are risk factors of poor psychological outcomes after quarantine and therefore require specific attention. However, history of mental illness was only examined as a risk factor by one study. Previous literature suggests that psychiatric history is associated with psychological distress after experiencing any disaster-related trauma, and it is likely that people with pre-existing poor mental health would need extra support during quarantine. There also appeared to be a high prevalence of psychological distress in quarantined health-care workers, although there was mixed evidence as to whether this group were at higher risk for distress than non-health-care workers who were quarantined. For health-care workers, support from managers is essential in facilitating their return to work and managers should be aware of the potential risks for their staff who were quarantined so that they can prepare for early intervention.

Reduce the boredom and improve the communication

Boredom and isolation will cause distress; people who are quarantined should be advised about what they can do to stave off boredom and provided with practical advice on coping and stress management techniques. Having a working mobile phone is now a necessity, not a luxury, and those stepping off a long flight to enter quarantine will probably welcome a charger or adaptor more than anything else. Activating your social network, albeit remotely, is not just a key priority, but an inability to do so is associated not just with immediate anxiety, but longer- term distress., One study suggested that having a telephone support line, staffed by psychiatric nurses, set up specifically for those in quarantine could be effective in terms of providing them with a social network. The ability to communicate with one's family and friends is also essential. Particularly, social media could play an important part in communication with those far away, allowing people who are quarantined to update their loved ones about their situation and reassure them that they are well. Therefore, providing those quarantined with mobile phones, cords and outlets for charging devices, and robust WiFi networks with internet access to allow them to communicate directly with loved ones could reduce feelings of isolation, stress, and panic. Although this is possible to achieve in enforced quarantine, it could be more difficult to do in the case of widespread home quarantine; countries imposing censors on social media and messaging applications could also present difficulties in ensuring lines of communication between those quarantined and their loved ones.

It is also important that public health officials maintain clear lines of communication with people quarantined about what to do if they experience any symptoms. A phone line or online service specifically set up for those in quarantine and staffed by health-care workers who can provide instructions about what to do in the event of developing illness symptoms, would help reassure people that they will be cared for if they become ill. This service would show those who are quarantined that they have not been forgotten and that their health needs are just as important as those of the wider public. The benefits of such a resource have not been studied, but it is likely that reassurance could subsequently decrease feelings such as fear, worry, and anger.

There is evidence to suggest that support groups specifically for people who were quarantined at home during disease outbreaks can be helpful. One study

found that having such a group and feeling connected to others who had been through the same situation could be a validating, empowering experience and can provide people with the support they might find they are not receiving from other people.

What we do not know

Quarantine is one of several public health measures to prevent the spread of an infectious disease and as shown in this Review, has a considerable psychological impact for those affected. As such, there is a question as to whether other public health measures that prevent the need to impose quarantine (such as social distancing, cancellation of mass gatherings, and school closures) might be more favourable. Future research is needed to establish the effectiveness of such measures.

The strengths and limitations of this Review must be considered. Because of the time constraints of this Review given the ongoing coronavirus outbreak, the reviewed literature did not undergo formal quality appraisal. Additionally, the Review was limited to peer-reviewed publications and we did not explore potentially relevant grey literature. The recommendations we have made apply primarily to small groups of people in dedicated facilities and to some extent in self-isolation. Although we anticipate that many of the risk factors for poor psychosocial outcomes would be the same for larger containment processes (such as entire towns or cities), there are likely to be distinct differences in such situations that mean that the information presented in this Review should only be applied to such situations cautiously. Furthermore, potential cultural differences need to be considered. Although this Review cannot predict exactly what will happen or provide recommendations that will work for every future population that is quarantined, we have provided an overview of the key issues and how they could be rectified in the future.

There are also several limitations of the reviewed literature, which must be pointed out: only one study followed up participants over time, sample sizes were generally small, few studies directly compared participants quarantined with those not quarantined, conclusions based on certain study populations (eg, students) might not be generalisable to the wider public, and heterogeneity of outcome measures across studies make it difficult to make direct comparisons between studies. It is also worth pointing out that a minority of studies assessed symptoms of post-traumatic stress using measures designed to measure post-traumatic stress disorder, despite quarantine not being qualified as a trauma in the diagnosis for post-traumatic stress disorder in the Diagnostic and Statistical Manual of Mental Disorders 5.

Strengths of this Review include the hand-searching of reference lists to identify any papers not found in the initial search, contacting authors who sent full-texts of papers which were not available in full online, and having multiple researchers carry out the screening to improve the rigour of the Review.

Conclusion

Overall, this Review suggests that the psychological impact of quarantine is wide-ranging, substantial, and can be long lasting. This is not to suggest that quarantine should not be used; the psychological effects of not using quarantine and allowing disease to spread might be worse.

However, depriving people of their liberty for the wider public good is often contentious and needs to be handled carefully. If quarantine is essential, then our results suggest that officials should take every measure to ensure that this experience is as tolerable as possible for people. This can be achieved by: telling people what is happening and why, explaining how long it will continue, providing meaningful activities for them to do while in quarantine, providing clear communication, ensuring basic supplies (such as food, water, and medical supplies) are available, and reinforcing the sense of altruism that people should, rightly, be feeling. Health officials charged with implementing quarantine, who by definition are in employment and usually with reasonable job security, should also remember that not everyone is in the same situation. If the quarantine experience is negative, the results of this Review suggest there can be long-term consequences that affect not just the people quarantined but also the health-care system that administered the quarantine and the politicians and public health officials who mandated it.

Search strategy and selection criteria

GJR designed the search strategy with input from SKB, RKW, and LES. SKB, RKW, LES, and LW carried out the literature searches and screening, and any discrepancies were discussed with GJR and SW. SKB carried out the data extraction. SKB wrote the first draft of the review with input from RKW, LES, LW, SW, NG, and GJR.

We declare no competing interests.

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The psychological impact of quarantine and how to reduce it: rapid review of the evidence

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The December, 2019 coronavirus disease outbreak has seen many countries ask people who have potentially come into contact with the infection to isolate themselves at home or in a dedicated quarantine facility. Decisions on how to apply quarantine should be based on the best available evidence.

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Child Mind - Talking to Kids about COVID 

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Child Mind - Talking to Kids about COVID 

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Talking to Kids About the Coronavirus Crisis - Child Mind Institute

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What parents and other adults can say to kids about the coronavirus COVID-19. How to answer their questions and keep kids feeling safe.

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MENTAL HEALTH & COPING during COVID-19.pdf

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Ireland Department of Education Resources

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Ireland Department of Education Resources

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DDS Directive on Requirements Waived due to COVID

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Council for Exceptional Children YouTube Webinar - Resources for teaching remotely

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Council for Exceptional Children YouTube Webinar - Resources for teaching remotely

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CEC is here to support special education professionals and your ongoing efforts to apply good teaching practices remotely due to precautions surrounding the COVID-19 virus. This page is a collection of suggested resources you can use as you determine the best means to provide services to your students and their families. They have been curated for you and will be regularly updated.*

*CEC does not endorse these products nor profit from their use. They are provided as suggested tools and resources.

Do you have a suggested resource? Share it with us.

In addition to these resources, please review this issue of Teaching Exceptional Children that focused on telepractice, as well as the live and recorded webinars available through CEC's digital learning offerings.

A collection of resources, tips, and platforms for online teaching. View resources

Early Childhood Personnel Center (ECPC) and Division for Early Childhood (DEC) resources. View resources

Resources to help faculty to transition their coursework online. View resources

Resources for school and district administrators. View resources

Free resources including webinars, yoga and products for monitoring behaviors/feelings. View resources

Planning resources for virtual lessons and activities. View resources

Information and strategies for students to best cope with the Coronavirus. View resources

Resources for math, reading, and more. View resources

The Centers for Disease Control and Prevention (CDC) offers the most up-to-date information on COVID-19 along with their Guidance for School Settings. View resources

A collection of family resources. View resources

CEC and partner agencies are providing these FREE webinars to the special education community during the COVID-19 crisis. This is customized information to help with your immediate needs as you meet the challenges of teaching remotely, adhering to IDEA, maintaining student privacy, and other important topics. View resources

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CEC is here to support special education professionals and your ongoing efforts to apply good teaching practices remotely due to precautions surrounding the COVID-19 virus. This page is a collection of suggested resources you can use as you determine the best means to provide services to your students and their families.

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Council of Administrators of Special Education (CASE)

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Council of Administrators of Special Education (CASE)

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Council for Exceptional Children - Navigating the COVID-19 Crisis

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Slides - CASE Webinar #2 COVID-19 - March 20 2020 (1)

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Navigating the COVID-19 Webinar CASE/CEC #3

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Navigating the COVID-19 Webinar CASE/CEC #3

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Emerson Collective for Supporting Students During COVID 19

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Emerson Collective for Supporting Students During COVID 19

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We are all grappling with unprecedented challenges raised by COVID-19. But as we begin to mobilize solutions and confront these challenges together, the significance of our connections with one another-as individuals, families, and communities-becomes ever more clear.

The pandemic magnifies and deepens the vast inequities present in our current systems. When schools close, millions of students lose access not only to learning, but also to food, safe spaces, and caring adults. Families struggle to work without adequate childcare alternatives. With businesses sidelined, low-wage workers face even greater economic insecurity and have no reliable safety net. Immigrant communities are still ceaselessly targeted, and families are being forcibly separated. Our most vulnerable populations are hit the hardest.

With collective action, we can face this challenge together. Our interconnectedness is truly our greatest strength.

Many of our partners have already stepped up in a meaningful way to meet this moment. Over the coming days, we plan to share best-practice resources, beginning today with this list for students, parents, and educators:

At-Home Learning and Other Resources for Students and Families

Online Learning Platform to Teach K-12 Students Coding and Computer Science
A nonprofit dedicated to expanding access to computer science in schools and increasing participation by women and underrepresented youth, Code.org provides the leading curriculum for K-12 computer science in the largest school districts in the United States.

Informational Videos for At-Home Learning
TED-Ed is TED's youth and education initiative. TED-Ed's mission is to spark and celebrate the ideas of teachers and students around the world. Their website provides a list of videos and lessons for at-home learning.

Resources for Learning at Home When Schools Close
TNTP has sourced a list of home learning resources and strategies to help with school and district closures across the U.S.

Resources for Educators

Approaches to Instruction + Crowd-Sourced Resources
Charter School Growth Fund
CSGF is curating the best possible information to create resources around how to provide instruction in remote settings, in addition to collecting various resources from across their network.

Free Education Resources from The New York Times
New York Times Learning Network
The Learning Network site is dedicated to helping people teach and learn with Times content. They offer fresh classroom resources - from lesson plans and writing prompts to news quizzes, student contests and more - all based on articles and images published on NYTimes.com.

School Closure Resource Hub
Transcend
Resources for leaders, teachers, and families to help combat the uncertainty many districts are currently facing provided by Transcend, a national nonprofit that works with communities to encourage innovation and achieve equity in educational settings.

Resources for School and System Leaders

Resource List from State and District Agencies Chiefs for Change
This page is a curated list of resources from Chiefs for Change members and others that provide sound guidance for systems leaders in this challenging time.

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We are all grappling with unprecedented challenges raised by COVID-19. But as we begin to mobilize solutions and confront these challenges together, the significance of our connections with one another-as individuals, families, and communities-becomes ever more clear.

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Free stories for kids of all ages. Audible Stories is a free website where kids of all ages can listen to hundreds of Audible audio titles across six different languages-English, Spanish, French, German, Italian and Japanese-for free, so they can keep learning, dreaming and just being kids.

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This is a great resource for parents, caregivers and educators from The Autism Partnership of Easterseals Chicago. iap@eastersealschicago.org

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Stories read in American Sign Language (ASL)

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Stories read in American Sign Language (ASL)

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Equity in education begins with access

Every student deserves a quality education, with the tools they need to explore, discover, create and achieve their full potential. Chromebooks help extend and expand the modern learning experience to more students, including those with disabilities and diverse approaches to learning.

In classrooms around the world, Chromebooks are connecting students to the information they need, in the way they need to experience it, with the tools they need to do their best work.

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Chromebook Accessibility | Google for Education

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Every student deserves a quality education, with the tools they need to explore, discover, create and achieve their full potential. Chromebooks help extend and expand the modern learning experience to more students, including those with disabilities and diverse approaches to learning.

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Chrome Extensions for Struggling Students and Special Needs

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Technology can be a powerful tool to assist students with special needs or any sort of learning challenge. In particular the Chrome web browser allows users to install a wide variety of web extensions that provide tools that can help all learners, regardless of ability level.

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*Update 3/23: access 3/23-3/27 schedule HERE.

We know a lot is happening right now with school and other closures. We want to support families wherever you are.

With the recent announcement of school closures across the state, California PBS stations have developed a statewide home learning resource that is accessible while campuses are closed. These programs are specifically aligned with curriculum priorities in the state of California.

Starting on Monday, March 16, KVIE2 will air educational programs specifically for kids in grades Pre-K through 12 from 6AM to 6PM. You can also find a number of online resources at pbskids.org/learn to help support your child's learning during these closures.
PBS KIDS has a variety of free resources to support families:

ThePBS KIDS Video app is available on mobile, tablet, and connected TV devices and offers on-demand educational videos, and a live stream of the PBS KIDS 24/7 channel. No subscription required.

The PBS KIDS Games apphas nearly 200 educational games, which can be downloaded for offline play anytime, anywhere. Learn more about these and PBS KIDS' other apps HERE.

PBS KVIE Supports Home Learning

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Update 3/23: access 3/23-3/27 schedule HERE. With the recent announcement of school closures across the state, California PBS stations have developed a statewide home learning resource that is accessible while campuses are closed. These programs are specifically aligned with curriculum priorities in the state of California.

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Explore all Collections on Google Arts & Culture.

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Many Southern California schools are closed due to the coronavirus (COVID-19) outbreak, causing thousands of students to be without access to educational instruction.

As part of the public media mission to ensure all kids, regardless of their capabilities, have access to continued free educational resources at home, PBS SoCal and KCET, in partnership with LAUSD and in collaboration with California PBS stations, are offering broadcast programming and accompanying digital resources that adhere to California's state curriculum to provide continued at-home learning.

Students in Pre-K through 12th grade can now access free, educational PBS daytime programming designated for each grade level weekdays through the following channels:

The elementary student broadcast schedules will include trusted and educational programs including Peg + Cat, Martha Speaks and Sesame Street. Middle and high school programming will include programs like NOVA, American Masters and Shakespeare Uncovered. Additional PBS programs are also available to stream on the free PBS Video and PBS KIDS Apps.

In addition to the broadcast schedules, California students and educators can also access an online library of free educational resources from PBS LearningMedia curated in partnership with KQED in San Francisco, including videos, associated lesson plans, hosted training sessions and self-guided how-to resources for teachers, that accompany PBS's trusted programs and align with current classroom standards. The broadcast and digital materials provided by California PBS stations are one component of the at-home learning experience. To access more resources, please visit PBS LearningMedia.

LAUSD has also prepared take-home packets with reading materials, assignments and more. For more information about LAUSD school closures and available resources, please visit LAUSD. Please check with your local school district for additional resources they may offer.

If you are with a school district looking for information to communicate to your students about our service, please contact Amanda Martin at amartin@pmgsocal.org

Downloads
PBS Kids Learning Goals / Metas de aprendizaje de PBS KIDS
Smart Screen Time Tips / Consejos de la pantalla inteligente
PBS Kids App Learning Goals
Learning Connections and Reflections Grades Pre-K-5/6

Please visit our page for Frequently Asked Questions about At-Home Learning.
PBS SoCal is Southern California's flagship PBS organization and a local, member-supported non-profit organization. To learn more about us, please visit our About page

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About At-Home Learning | Education | PBS SoCal

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Para leer en español, haga clic aquí. Many Southern California schools are closed due to the coronavirus (COVID-19) outbreak, causing thousands of students to be without access to educational instruction. As part of the public media mission to ensure all kids, regardless of their capabilities, have access to continued free educational resources at home, PBS SoCal ...

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Explore The Hidden Worlds of our National Parks

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Explore The Hidden Worlds of our National Parks

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Follow rangers on a journey to places most people never go in stunning 360° video.

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NASA, JPL, and Google bring the real surface of Mars to your browser.

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The Monterey Bay Aquarium Sea Otter Program has played an important role in the continued recovery of the southern sea otter population with our research, rescue, rehabilitation, and surrogacy work.

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With ten live cams to choose from, you can experience the wonder of the ocean no matter where you are. Be delighted by the antics of our sea otters or mellow out to the hypnotic drifting of our jellies. Tune in to one of the Monterey Bay Aquarium's web cams.

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15 Virtual Field Trips Kids can take from their living room

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15 Virtual Field Trips Kids can take from their living room

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Stuck indoors and looking for something for the kids to do? Let them venture somewhere amazing from the sofa.

At this point, it's a shorter list to share of the things that haven't been canceled in the wake of the coronavirus. And it goes without saying that your child's class field trip is no longer happening. But if you're only on day four of your social distancing plan and your kiddo is already climbing the walls, maybe a field trip is in order. Even if you can't go outside, you can still take in some pretty amazing stuff from the safety of your sofa. Here are some of the incredible places you can go without leaving home.

Take in Some Culture

Get a little high-culture daily courtesy of New York's Metropolitan Opera, which is live-streaming some of the best performances of recent years. (Bonus: You can wear PJs while you watch!) If the 7:30 p.m. ET shows are a bit past your child's bedtime, the videos are available online until 3:30 p.m. the following day. Or get free access to the Berlin Philharmonic's entire catalog of concerts to enjoy some of their best symphonies-or check out the highlights of the London Symphony Orchestra.

You'll find a rundown of even more cultural performances on the Social Distancing Festival site, which was put together to showcase artists whose performances were canceled in light of coronavirus. Playbill and the Actors Fund are teaming up for Stars in the House, a series of concert performances by Broadway stars, including Kristen Chenoweth, Idina Menzel, Betty Buckley, and Audra McDonald. (If you want to see some up-and-comers, hop on over to Twitter for the hashtag #SunshineSongs, where you can catch some adorable kids performing the songs and dances from their school musicals that were postponed or canceled due to the coronavirus.)

Check-in With the Animals

Animal lovers are in luck, with a slew of animal live-streams available online. The San Diego Zoo has live cams of some of their favorite stars-like the adorable koalas or the giraffes. (Though just like a real-life zoo trip, the animals aren't always in view!) You can also meet and greet favorites at the Cincinnati Zoo (starting with their beloved Fiona the hippo) each day on Facebook Live. Check out the giant pandas, elephants, and naked mole-rats at the National Zoo on their webcams.

If you prefer animals that live in the water, Monterey Bay Aquarium lets you peep in on otters, sharks, jellyfish, and more, while the National Aquarium has coral reefs and reef sharks on view. And Discovery Education has a cool Tundra Connections video that takes you where no field trip has gone before-a tundra to visit the polar bears.

Spend a Night (Or Day) at the Museum

No, the T. Rex won't come to life, but you can see some of the coolest exhibits around. Hop over to the Smithsonian Museum of Natural History to check out the dinosaurs and other exhibits-and yes, you can even check out the gift shop. The Louvre has virtual tours of its exhibits, and New York's Metropolitan Museum of Art has immersive looks at the highlights of their massive collection.

Travel Through Time and Space

Google's Arts & Culture page can let you go around the world in a single afternoon, from the grand halls of the Palace of Versailles to the ancient wonders of the Great Pyramid of Giza in Egypt. Theater fans can get an inside peek at some of the most legendary stages of the world, including both the Sydney and the Paris Opera Houses, history buffs can take a tour of Anne Frank's home, and budding scientists can get a tour of the International Space Station.

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15 Virtual Field Trips Kids Can Take from Your Living Room

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Stuck indoors and looking for something for the kids to do? Let them venture somewhere amazing from the sofa. At this point, it's a shorter list to share of the things that haven't been canceled in the wake of the coronavirus. And it goes without saying that your child's class field trip is no longer happening.

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California State Parks is now broadcasting our PORTS Home Learning Programs from locations across California. Students learning from home will be able to access our precious natural resources and cultural heritage from the comfort of their own home.

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PORTS (Parks Online Resources for Teachers and Students)® Program is a FREE distance learning program with California State Parks. PORTS uses the power of videoconferencing to support K-12 educators in designing deep and meaningful learning experiences for their students. Reaching digitally into

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National Museum of Asian Art

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Freer|Sackler: The Smithsonian's Museums of Asian Art, Washington, DC, United States - Google Arts & Culture

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

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National Museum of Natural History -Smithsonian David H. Koch Hall

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We'd love to support anyone directly affected - physically or emotionally - by the coronavirus outbreak. Our mission at EkhartYoga is to create positive change in the world through yoga. Therefore we're offering you 12 free yoga and meditation classes, specifically designed to help relieve stress and anxiety.

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Morning Mindful Meditation from the Monterey Bay Aquarium with the Jellyfish!

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Morning Mindful Meditation from the Monterey Bay Aquarium with the Jellyfish!

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Morning MeditOcean — A Guided Meditation with the Jellies

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"just dance 2018" "just dance game" "just dance" wii "video game" "dance game" dancing "just dance 2015" "just dance 2014" nintendo ubisoft microsoft xbox360...

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Insight Timer - #1 Free Meditation App for Sleep, Relax & More

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The best meditation app with the world’s largest FREE library of more than 190k guided meditations, 17k teachers & the world’s most loved meditation Timer.

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The novel coronavirus has now made it to every continent except Antarctica. As it continues to spread, we are constantly inundated with updates on the virus and the latest death tolls. Understandably, this can be overwhelming. Here are some things you can do if you are feeling anxious about this public health crisis.

1. Do what you can to prepare.

According to the CDC and the World Health Organization (WHO), there are some steps you can take to reduce the risk of contracting the novel coronavirus. Most are common-sense measures, like washing your hands thoroughly, disinfecting commonly used household surfaces (such as doorknobs and light switches), keeping hands away from your face, and steering clear of others who are coughing or sneezing.

In addition, try to keep yourself in good health so that your immune system functions at its best. Simple practices like eating a variety of fruits and vegetables, exercising regularly, and keeping up with regular preventative care can go a long way. Make sure that you are up to date with recommended immunizations, especially those that protect against flu and pneumonia as these illnesses can make you more susceptible to the novel coronavirus. Influenza and pneumonia can also cause additional serious complications if you contract them along with or as a complication of coronavirus. Talk with your doctor to determine if you require additional immunizations.

2. Don't overdo the preparation.

While preparation can be helpful, at a certain point it becomes counterproductive. A good example of this is the recent surge in demand for face masks. The WHO recommends wearing a mask only if you are coughing or sneezing, or if you are caring for someone who has COVID-19. Otherwise healthy individuals will not gain much from the use of masks as a preventative measure. In fact, according to the U.S. Surgeon General and infectious disease experts, wearing a mask may put you at increased risk of contracting the virus due to improper use, incorrect disposal, poor fit, and more frequent contact with your face (Washington Post, 2020). Taking extreme and unnecessary measures like this can also stoke your anxiety by making you believe that you are at higher risk than you actually are.

3. Limit exposure to the news.

There are an incredible number of news outlets and an even more endless supply of information available on social media. If you are anxious about COVID-19, you may find yourself spending a lot of time searching for updates and reassurance. This is usually counterproductive, as many outlets and social media networks draw on catastrophic or sensational stories to get views. Limit yourself to checking news stories once a day. Turn off automatic news notifications on your smartphone. Trust that if there is an important development, you will hear about it quickly.

4. Be wary of where you are getting information.

Where you get your news also matters. Make sure to use reliable sources, like the CDC, WHO, or major news outlets. Do not trust updates on social media without thoroughly investigating the source. Remember that no news source can provide information on your own personal risk of contracting or having serious complications from the novel coronavirus. To best understand this, consider talking with your primary care doctor or other healthcare provider.

5. Practice mindfulness and cognitive behavioral therapy (CBT) techniques.

Our minds are made to protect us. As such, we are biased toward attending to potential threats. When you find yourself swept up in thinking about the scary things that could happen, it's important to remember this tendency to overestimate the likelihood of a bad outcome. Yes, it is possible that something bad could happen. Acknowledge these worries, but practice refocusing your mind on the present. Starting a formal mindfulness meditation practice can help you develop the skills to do this. (For more on how to apply mindfulness and CBT techniques to this recent public health crisis, see this post by Seth Gillihan.)

6. Connect with others, even if you can't do so physically.

It is important to continue engaging with others, especially during times of crisis. Even if you can't physically meet up, reach out with a phone call or video call like FaceTime or Skype when you are feeling stressed. Many people are feeling the same anxiety, and reaching out can help to normalize your fears and learn how others are coping.

7. Treat underlying mental illness.

For people with existing conditions like depression, anxiety, and obsessive-compulsive disorder, news of COVID-19 may increase symptoms. Feelings of helplessness, panic, contamination fears, health-related anxiety, and generalized anxiety can all be worsened by epidemics and other similar disasters. It is important to make sure that your underlying mental illness is adequately treated. If you notice that your mental health is suffering lately, make an appointment with your doctor and/or therapist to discuss treatment strategies.

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The novel coronavirus has now made it to every continent except Antarctica. As it continues to spread, we are constantly inundated with updates on the virus and the latest death tolls. Understandably, this can be overwhelming. Here are some things you can do if you are feeling anxious about this public health crisis.

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We are all walking on eggshells. I can feel the tension in myself, and in my colleagues and family. The COVID-19 pandemic is on everyone's minds. It is becoming difficult to focus with constant uncertainty and a rapidly evolving news cycle.

When we are in this anxious, stressed mode, it becomes more challenging to make informed decisions. Being in a constant state of fight or flight impacts your health and reduces the effectiveness of your immune system.

For today, let's focus on how we can start to manage the stress and anxiety plaguing our workplaces and communities.
Here are some ideas:
Express gratitude. It sounds so simple, but appreciation for the good things in our lives is one of the keys to managing stress. Each morning, express gratitude for three things. Make sure the expressions are specific. For example, be grateful for the hilarious joke your son told last night. Write it down in a notebook, and when things get stressful, read your moments of gratitude.

A daily gratitude practice can boost the immune system, improve mental and physical health, and create a sense of calm during stressful times.

Play some music. Music is an amazing tool to help calm the mind. Put aside work for a few minutes and lose yourself in music. For some, quiet music is the answer. Others need more upbeat tunes. I prefer some good old '70s rock.

Meditate. I know this might not be the easiest time to start a new meditation practice. For now, spend about 2-3 minutes on a guided meditation when you start to feel the stress and negative thoughts take over. The Calm app is a great place to start. It has a free version and some fabulous quick meditations to quiet the mind.

Give back. Giving back is another tool that has been shown to reduce stress. Consider ways to pay it forward. For example, when you're at the drive-thru window, you can pay for the car behind you.

Get outside for a walk. Many companies in our area have asked employees to work from home. It's hard to stay at home with no social interaction. Get outside for at least a 10-minute walk and take in the wonders of spring.

Schedule a virtual coffee. Working from home can make anyone a bit stir-crazy. Set up a few virtual coffee dates where you can meet with a colleague and have a light conversation.

Remind yourself of your shared purpose. Connect to your organizational values and mission. Remember the greater good that your organization is serving.

Share kindness. Many are going through the day worried about their own health and the wellness of their family and friends. Assume positive intent if a colleague becomes a little cranky. Share kindness by showing up for those who need extra support. Even a simple "How are you?" can show people you care.

Detach from media. Have periods of your day away from media, so you aren't marinating all day in negative news. Instead of watching the news, find a feel-good movie or series to catch up on.

Let's all take a collective deep breath (myself included). We will get through these challenging times. Practice gratitude, get yourself out of fight-or-flight mode, and you will be able to tackle whatever challenges come your way.

RELATED POSTS
New Findings on Stress, Trust, and Gratitude at Work The New Science of Stress The Importance of Gratitude in Creating Human Workplaces

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Just Breathe: 9 Tips for Managing Stress During the COVID-19 Pandemic

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We are all walking on eggshells. I can feel the tension in myself, and in my colleagues and family. The COVID-19 pandemic is on everyone's minds. It is becoming difficult to focus with constant uncertainty and a rapidly evolving news cycle. When we are in this anxious, stressed mode, it becomes more challenging to make informed decisions.

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Free Educational Resources -  From a Reading Specialist 

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Free Educational Resources -  From a Reading Specialist 

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Andrea's List of FREE Educational Resources for Teachers and Parents

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We have a bit of a tradition here at Left Brain Craft Brain. Every February when the winter seems like it will never end, we warm things up with a bit of STEAM. And STEM, too, with 28 Days of STEM Activities and STEAM Activities for Kids. Be sure to follow along this month as I share 60+ Science, Technology, Engineering, Art, & Math projects that will get your kids and your classrooms excited about learning again. I've partnered with a huge crew of creative bloggers and we'll be sharing the coolest STEM & STEAM activities you'll see all year.

This post contains affiliate links.

Why Do Kids Need STEM & STEAM?

STEM is the abbreviation for Science, Technology, Engineering, & Math. In STEAM we add an A for Art, too. Both are integrated approaches to learning that encourage students to think more broadly about real-world problems. This interdisciplinary approach has helped create innovations like the iPhone, the original laptop computer, and is even revolutionizing cooking in third world countries, and improving air quality as a result.

It helps students ask questions, connect the dots, problem solve, think creatively, and be innovative. And not only can STEAM save the world, it can save our kids too by making their future bright. STEM jobs are expected to grow by 16% in the US between 2014 and 2024 compared to only 11% for other sectors*. And right now, science & engineering careers earn more than double the income of the median job in the United States.*

So let's get more science, technology, engineering, art, and math into our kids' lives. Ready for the fun?!?

You're Gonna Love 28 Days of STEM Activities and STEAM Activities for Kids

This year we're doing the weekly topics a little bit differently... I hear a lot from readers asking for a tech project or an art project for their kids or students. So this year we're going to round-up some amazing projects with a focus on each of the buckets in STEM & STEAM. But don't worry, they're still going to be integrated projects that check off more than one bucket!

Science Activities for Kids

Experimentation is one of the foundations of STEM. Check out these amazing science projects for kids!

Check out descriptions and pictures of all of these posts and more amazing Science Projects for Kids in this round-up!

February 1st - 6th

Need Help While School is Out?

Check out our Boredom Buster Activity Plan! I pulled together a TOTALLY FREE activity plan for you to do at home with the kids. It's filled with entertaining hands-on STEAM projects, printables, snack ideas, and most of all it's filled with FUN. Plus, you'll have all the supplies you need on hand (or in the backyard!).

Technology Activities for Kids

Coding, circuits, and computers, oh my! The world of technology is our children's future. Let's get them ready with some fun activities! You can see descriptions and photos of all these activities in 20+ Technology Projects Your Kids Will Love.

February 7th - 11th

Engineering Activities for Kids

Kids are born builders. Encourage those early skills with some engineering activities they'll love. You can see photos and descriptions of all these activities and more in 50+ Awesome Engineering Projects for Kids.

February 12th - 17th

Get the kids creative juices flowing with some amazing art projects that have some science and engineering built in.

Art Activities for Kids

Check out the entire pictures and descriptions for all the projects in this list of 40 of the Best Art Activities for Kids!

February 18th - 23rd

Math Activities for Kids

Don't fall for the worksheet trap for math! Hands-on activities help kids really internalize what they're working on and are a lot more fun. You can see photos and descriptions of all these activities in Math = Fun Math Activities for Kids.

February 24th - 28th

Science, Tech, Engineering, Art, and Math Fun for Kids

Looking for some more STEAM inspiration that you can use right now? Instant gratification style? Check out STEAM Explorers!! The coolest new creative experience for kids is here! Think digital magazine meets online project portal in a safe, kid-friendly environment. (No more worrying about what might be hidden in that YouTube vid!) All engineer, teacher, and mom approved. And most definitely KID APPROVED!⁣

What's included?⁣

Monthly digital magazine with cool themes that's fun to read

Hands-on, exciting projects the kids will love.⁣

Science, tech, engineering, art, and math learning YOU'LL love.⁣

Delicious recipes the kids can make.⁣

Fun printables and games⁣

Entertaining videos⁣

All packed up in an easy to do package, ready for kids ages 5-12 to have fun.

Follow Along with 28 Days of Hands-On STEM

Want to stay up to date on all the cool projects? I'll be sharing them daily on the Left Brain Craft Brain Facebook page and pinning them to my Pinterest STEM board. Or come join the STEAM Kids Challenge on Instagram. We'll be posting new projects and cool ideas every day.

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28 Days of STEM Activities and STEAM Activities for Kids

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We have a bit of a tradition here at Left Brain Craft Brain. Every February when the winter seems like it will never end, we warm things up with a bit of STEAM. And STEM, too, with 28 Days of STEM Activities and STEAM Activities for Kids.

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Immersive Tour of Space Shuttles

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Take a walk around the Smithsonian's National Air and Space Museum's Space Hangar to get an inside-look at the most accomplished Space Shuttle.

Smithsonian's National Air and Space Museum

Special thanks to Nick Partridge, host of AirSpace, the podcast from the Smithsonian's National Air and Space Museum.

s.si.edu/airspacepodcast

The story featured may in some cases have been created by an independent third party and may not always represent the views of the institutions, listed below, who have supplied the content.

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Immersive Tour of Space Shuttle Discovery - Smithsonian's National Air and Space Museum - Google Arts & Culture

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Take a walk around the Smithsonian's National Air and Space Museum's Space Hangar to get an inside-look at the most accomplished Space Shuttle. Smithsonian's National Air and Space Museum Special thanks to Nick Partridge, host of AirSpace, the podcast from the Smithsonian's National Air and Space Museum.

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Free Tutoring from MIT, Harvard, and CAL Students

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Free Tutoring from MIT, Harvard, and CAL Students

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*Learn how to get your free lessons at the bottom of this article.

GoPeer.org pairs vetted college students who attend top-tier universities with students between the ages of 5-18 for 1-to-1 tutoring lessons.

GoPeer's Collaborative Virtual Classroom

Not only can a near-peer mentor provide personalized, up-to-date academic guidance, but also he or she can do so with the empathy that only someone who has recently been in the student's shoes can provide.

What truly sets GoPeer apart is our instructors. We're extremely selective - we hire fewer than 5% of applicants, and our tutors come from top-tier colleges & universities. We believe that GoPeer's instructors are the best in their field and provide mentorship that other tutors don't offer.

You can view the qualifications & experience of available GoPeer Tutors at GoPeer.org.

GoPeer's Innovative Approach to Tutoring
Whether a student needs help with homework, studying for an exam, SAT/ACT test prep, or simply wants to learn something new - the way GoPeer Tutors teach helps students build confidence, master concepts, and apply their learnings for long-term success.
At GoPeer, we know that no two students learn the same way! Some students are visual learners who process information with help from images and spatial relations. Other students may prefer to talk through concepts to understand them. No matter how they prefer to learn, we believe that every student deserves 1-on-1 personalized instruction tailored to their needs.

This belief is a GoPeer cornerstone and a North Star that guides the development of our teaching methods and technology.

Growth mindset

GoPeer Tutors use encouraging language to promote Growth Mindset, a concept pioneered by Stanford professor and leading motivation researcher Carol Dweck, PhD. Growth Mindset is the idea that we grow and better ourselves by learning from mistakes because a positive and supportive learning environment helps students do their best.

Socratic method

GoPeer Tutors ask guiding questions so that students take a more active role in reaching solutions. There's a misconception that strong teaching is someone explaining something at you. We believe a collaborative approach rooted in Socratic inquiry is crucial for that long-term understanding.

Learning, not cheating

GoPeer Tutors do not just give away answers. Instead, tutors utilize the Socratic Method and encouraging language to help students learn concepts so that they can confidently apply them long-term - on homework, tests, and in their future classes.
Of course, these are just a few of the ways in which supports personalized, one-on-one learning.
Over the last three years, we have met and spoken with thousands of tutors and students to carefully refine our virtual classroom. From the insights learned, we have created the most versatile digital classroom that makes online tutoring personalized, effective, and collaborative.
We often speak with families who are skeptical about online tutoring, but once they try it, the students typically love it and see great results.
With GoPeer, an online tutor offers the same face-to-face personalized tutoring experience as an in-person tutor but uses our state-of-the-art live learning platform to meet with you over the Internet.

You might not know the specifics of exactly what happens during a private online tutoring lesson, so we wanted to describe our classes to make sure you understand what your student will experience!

During the Lesson

GoPeer's proprietary live learning platform features a secured online classroom, face-to-face video conferencing, virtual whiteboards and saved lessons for easy review and reference.
Students and tutors communicate through GoPeer's secure online classroom, using tools like real-time face-to-face video conferencing, photo/document sharing, and a virtual whiteboard/notepad to collaborate or edit essays.
In the online classroom, both the student and tutor can take control of the learning environment or annotate the screen - this means that the tutor can type out examples, help the student navigate to a particular tool or highlight where in the workspace the student should look for errors - all without switching seats. With GoPeer, students can move at their own pace with the personalized attention of their instructor.

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Students From Harvard, MIT, UC Berkeley Give Free Tutoring To K-12 Students

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Learn how to get your free lessons at the bottom of this article. GoPeer.org pairs vetted college students who attend top-tier universities with students between the ages of 5-18 for 1-to-1 tutoring lessons.

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Big name attractions are bringing fun right to your home.

Disney and the Kennedy Space Center are stepping in to help keep students busy while schools remain closed.

"We have several parents here who are facing staying at home with their kids," said Dee Maynard of the Kennedy Space Center Visitor Complex. "When you're expecting them to be in school, you don't just want every day to be play day, you want some education in their too."

The kids are home for at least another month. Entertainment options are slim, but luckily for parents, some area attractions are coming to the rescue.
RELATED: Florida hotline activated to help find children free meals during coronavirus school closures
Kennedy Space Center has launched science lessons on Facebook Live.

"We are giving lessons on rocketry, from the Saturn 5 center. We're teaching people how to make rockets at home from recycled materials that are probably lying around the house."
(MOBILE USERS WATCH HERE)
Parents also have online access to activity sheets and experiments, making spare time educational but fun. The sessions will take place Monday, Wednesday and Friday at 9:30 a.m. ET for young kids. For older children, including those in high school, there will be programming starting at 1 p.m.

Disney is also offering online resources for parents.

"We're gonna go behind the scenes, with the artists and engineers and see how they design and build the world's attractions and characters for Disney parks."

With imagineering in a box, kids can learn how to build their own world, attractions and characters.

More information on Disney's online activities can be found at HERE and on the Khan Academy website HERE.

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Disney, Kennedy Space Center offering free online activities for kids during school closures

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Big name attractions are bringing fun right to your home. Disney and the Kennedy Space Center are stepping in to help keep students busy while schools remain closed. "We have several parents here who are facing staying at home with their kids," said Dee Maynard of the Kennedy Space Center Visitor Complex.

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HUGE Resource of Activities by CONTENT/Subject Area

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HUGE Resource of Activities by CONTENT/Subject Area

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This week has been nothing short of incredible, in the best and worst meanings of the word. On the one hand, our lives have been turned upside down. And on the other, our friends and neighbors are stepping up in ways we never thought possible.

Virtual field trips! Daily singalongs! Amazing websites! There are SO many resources and ideas out there, and it can be a little overwhelming.

So we put all the best ideas in one place for you, sorted by subject. We'll continue to add to it and keep it organized for you.

One of our favorite resources for young children is They are offering a FREE 30 Day Trial for kids ages 2-8. We're a proud affiliate!

If you have a great idea you'd like to see added to our spreadsheet, email hello@mkewithkids.com.

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Overwhelmed by all the ideas? We put them in one place for you, by subject.

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All the ideas. In one place. This week has been nothing short of incredible, in the best and worst meanings of the word. On the one hand, our lives have been turned upside down. And on the other, our friends and neighbors are stepping up in ways we never thought possible.

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Votes for Women: A Portrait of Persistence 

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Votes for Women: A Portrait of Persistence 

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National Portrait Gallery

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The crusade for women's suffrage is among the longest reform movements in American history. Between 1832 and 1920, women citizens organized for the right to vote, agitating first in their states or territories and then through petitioning for a federal amendment. Eventually, the movement culminated in the ratification of the Nineteenth Amendment in 1920.

Earlier histories of suffrage and women's activism tend to overlook the work of African Americans and other women of color. Leading up to the centennial of the Nineteenth Amendment, this exhibition seeks to tell a more complete story of the movement through portraits of women who represent different races, ages, and fields of endeavor.

Harriet Tubman advocated for women, including their right to suffrage. This biography, Scenes in the Life of Harriet Tubman, features a woodcut portrait as the frontispiece. With her hands on the barrel of a rifle, Tubman's pose reflects her service during the Civil War as a spy for the Union Army. Like Sojourner Truth, she fought for women's financial freedom. In 1899, she petitioned Congress for her military pension.

The controversial, wealthy banker Victoria Woodhull announced her candidacy for President of the United States in 1870. Subsequently, she presented a memorandum to Congress requesting the right to "vote without regard to sex," shocking many Americans. In response to Woodhull's testimony, nineteen antisuffragists- all women-published their opposition in the Godey's Lady's Book, a magazine promoting traditional ideals of womanhood. A number of suffragists disapproved of Woodhull, too, and her fiery rhetoric did nothing to boost her popularity.

Anna Julia Haywood Cooper, who was born into slavery and helped pioneer a path for educated black women when she graduated from Oberlin College in 1884. She published her first book, A Voice from the South by a Black Woman of the South, in 1892, wherein she voiced radical ideas of inclusion and equality.

The Nineteenth Amendment granted white American women the right to vote, but it did not remove racist Jim Crow laws that sought to obstruct African American civil rights. In 1962, Fannie Lou Hamer and seventeen other aspiring Black voters went to the courthouse in Indianola, Mississippi, to register. When Hamer's white employer and landlord learned of her action, he threatened to fire her and evict her if she did not retract her registration. She refused to do so, and she and her family were put out of their home.

In 1964, Hamer founded the Mississippi Freedom Democratic Party and gained national attention for her eloquent, televised testimony before the credentials committee of the 1964 Democratic National Convention. Her speech galvanized President Lyndon B. Johnson to sign the 1965 Voting Rights Act.

The National Portrait Gallery invited The Pudding, whose online publication uses visual essays to explain ideas debated in culture, to consider how the political voice of American women has changed since the ratification of the Nineteenth Amendment in 1920. Drawing from research conducted by the American Presidency Project at the University of California, Santa Barbara, The Pudding analyzed nearly one hundred documents from the platforms of political parties. The study spans 1840 through 2016, includes all parties that have received electoral votes.
Votes for Women

The story featured may in some cases have been created by an independent third party and may not always represent the views of the institutions, listed below, who have supplied the content.

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VOTES FOR WOMEN - Smithsonian's National Portrait Gallery - Google Arts & Culture

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The crusade for women's suffrage is among the longest reform movements in American history. Between 1832 and 1920, women citizens organized for the right to vote, agitating first in their states or territories and then through petitioning for a federal amendment. Eventually, the movement culminated in the ratification of the Nineteenth Amendment in 1920.

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here.
Kid Yoga videos are giving teachers and parents an incredible tool to help children learn to:

I must admit I was a bit skeptical to jump on the kid yoga bandwagon. Did it really work? We started doing family yoga, and my kids loved it. During turtle on the rock, I would crouch over, and my daughter would lie on her back, balancing on me. Soon, we started looking forward to our weekly yoga class. It was both a great way to bond and also a perfect workout and stress reliever.

One day as I was reading through Facebook, I noticed that a bunch of preschool teachers mentioned they had started using YouTube kid yoga videos for their classes, and they were seeing great results in behavior and all around mindfulness. I had to check it out! And wow, they were right! The kid yoga videos were incredible.

No longer do you need to go to a yoga instructor or pay for classes. You can get one right in your home or classroom - and it's FREE! I especially love that the Cosmic Kids Yoga videos tell a story at the same time. Other yoga videos have songs, and some are even led by kids.

There are even great yoga books! These three are some of my favorites. All of them are available for Kindle, as well as in hardcover or as a board book.
Good Morning Yoga Good Night Yoga: A Pose by Pose Bedtime Story You are a Lion and Other Fun Yoga Poses
We do a morning yoga video now, and my kids can't wait to find a new and exciting video to follow along. Here are some of the absolute best kids yoga videos.

Kid Yoga Videos

Frozen | A Cosmic Kids Yoga Adventure!

Children's Yoga Class with Ally Ford

KIDS YOGA | Crab Pose | Boketto Yoga 4 Kids

The Sun Dance Kids Yoga/Music Video by Bari Koral Family Rock Band

Kickapoo the Kangaroo | A Cosmic Kids Yoga Adventure!

Yoga for Kids! By Yoga Today

YOGA FOR KIDS By We Heart Yoga

Parsnip The Cat | A Cosmic Kids Yoga Adventure!

Yoga for Kids - Spring Yoga By Gaia

Tiny the T-Rex | A Cosmic Kids Yoga Adventure!

Wake Up Routine - Yoga for Kids - Tiny Turtle Yoga

ZEN MEDITATION FOR KIDS | itsy-bitsy Boketto

5 Minute Yoga flow, for kids!! | Boketto Yoga

Mimi the Mermaid | A Cosmic Kids Yoga Adventure!

Yoga for kids: Alphabet Yoga D V M & YOGA

The Very Hungry Caterpillar | A Cosmic Kids Yoga Adventure!

Kids Yoga with Sheila Palmquist

Sport Yoga - Active Yoga for Kids Ages 3+ (Kick It)

4 Minute Yoga for Kids With Fightmaster Yoga

Lulu the Baby Lioness | A Cosmic Kids Yoga Adventure!

I'd love to hear what your favorite kid yoga video is!

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here. Kid Yoga videos are giving teachers and parents an incredible tool to help children learn to: I must admit I was a bit skeptical to jump on the kid yoga bandwagon. Did it really work? We started doing family yoga, and my kids loved it.

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Ongoing Language Courses - Live Sessions (French, Spanish,  etc)

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Ongoing Language Courses - Live Sessions (French, Spanish,  etc)

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How does an Ongoing Course work?

Ongoing Courses meet on a regularly weekly schedule. Learners meet the teacher in live video chat sessions at scheduled times. They also take part in a classroom discussion group and they can message the teacher directly. Learners may join in any week, without needing to catch up on previous material, and stay for as many weeks as they want. The pricing is weekly, charged on Sundays for the following week. Ongoing courses are great for clubs and for practicing skills.

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Il était une fois - French Storytime | Small Online Class for Ages 5-10

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Ongoing Courses meet on a regularly weekly schedule. Learners meet the teacher in live video chat sessions at scheduled times. They also take part in a classroom discussion group and they can message the teacher directly. Learners may join in any week, without needing to catch up on previous material, and stay for as many weeks as they want.

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Mrs. Fisher's YouTube Channel- 2nd grade!

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Mrs. Fisher's YouTube Channel- 2nd grade!

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Making Predictions Science Activity! (Easy to do at home)

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Virtual Concerns, Plays, Museums and Other Cultural Activities to stream at HOME

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Virtual Concerns, Plays, Museums and Other Cultural Activities to stream at HOME

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The fact is, most of us are going to be spending a lot of time at home. And while nothing can replicate the swell of a live orchestra or the quiet murmur of an art gallery on a Saturday morning, there are countless cultural experiences at your fingertips to make your time indoors more artful and imaginative.

CNN Style looks at some of the most fascinating, immersive concerts, museum tours and other virtual experiences you can explore from the comfort of your own couch.
But first, some tips on enjoying them:

Make a moment of it. You would schedule time for a museum visit or a concert, right? Do the same for your virtual version. Find a place or time with minimal interruptions so you can get the most out of the experience. Forego extraneous internet browsing or Facebook messenger, and enjoy the art in front of you. This is why livestreams are so great. Of course, you can watch a performance afterward, but if you can, experiencing it in the moment feels more like the real thing.

Class it up. OK, you don't need to get glammed up (you could, though!). But a little pour of wine or tea and a plate of snacks will help set the mood.

Choose a theme. If museum jaunts are your thing, plan out your dream art tour across the world, or hone in on a particular history or interest. Or pick a city, like Washington, D.C., and load up all the local cultural experiences you can.

Involve the kids. Sure, they may not want to watch "Carmen," but plenty of zoos and museums are offering cool programs for kids while they're out of school, like animal spotlights and virtual safaris. (Bonus: No long walk back to the car after your visit.)

Now, on to the good stuff, with suggestions. (And remember, these are just a few options in a virtual sea of things to do. Explore, or look up your favorite local cultural landmark to see what online offerings they have.)

Art galleries
National Gallery of Art: Washington, D.C. Uffizi Gallery: Florence, Italy
Take a virtual walk through Florence's artistic gem before stopping to admire some of the museum's most famous inhabitants. Our suggestion: Sandro Botticelli's "Birth of Venus," of course. But also, in the tour, don't forget to drag the screen and look up at the beautiful frescoes on the ceiling, painted by Alessandro Allori.
Johannesburg Art Gallery: Johannesburg
Browse more than 500 works from Africa's largest art gallery. Our suggestion: The museum houses plenty of works form Dutch and other European artists, but it also offers an array of works from South African artists. For a more historical angle, browse their online exhibit about the role of photography and resistance in the era of Apartheid.
National Portrait Gallery: Washington, D.C. National Gallery Victoria: Victoria, Melbourne
After a 6-year digitization project, more than 75,000 works from the gallery's collection are available online. Also on offer are free curator-led virtual exhibition tours, which are added to regularly. This weekend visit 'KAWS: Companionship in the Age of Loneliness' (from Saturday March 21), and 'Keith Haring | Jean-Michel Basquiat: Crossing Lines' (as of Saturday March 28).

For more ideas, online art marketplace Artsy have put together a list of other virtual exhibitions and art experiences you can visit.
African American History and Culture: Washington, D.C.
If you've ever wanted to visit an extremely popular museum but couldn't seem to nab tickets, a virtual tour is the next best thing! This one gives you just a taste of what the museum has to offer, and where in the museum each feature is located.
Smithsonian Museum of Natural History: Washington, D.C. Russia's State Hermitage Museum: St. Petersburg, Russia
Got five hours to kill? Enjoy this extensive video tour of the largest museum in Russia, complete with 45 galleries and 588 artistic masterpieces.

Art experiences
Kusama's Infinity mirrors
If you missed one of the hottest traveling museum exhibits of the past few years, ooh and ahh at a brisk room-by-room rundown of the hypnotic, multi-faceted work of Japanese artist Yayoi Kusama.
Banksy Murals around the world
Go on an artistic treasure hunt -- without the hunt part. With something like street art, it's much more interesting to see the work it its full context, than just through a close-up.
Van Gogh's Starry Night at the Museum of Modern Art in New York City
These close-up looks at famous paintings are so intense, you may think a docent will start yelling at you. Few paintings are suited to such a treatment than the bold, textured lines of The Starry Night.

Explore the stories behind street art across the world with audio-guided tours and online exhibitions, offered by the Google Cultural Institute.

Classical concerts

The Vancouver Symphony live streamed its final performance from their BeethovenFest, and it's available for your viewing -- and listening -- pleasure any time.

With a special limited-time code, you can enjoy a treasury of online performances from one of the best orchestras in the world. Our suggestion: You can't go wrong with anything from the trifecta of national B's: Bach, Beethoven and Brahms. But Gustav Mahler's second symphony, The Resurrection Symphony, seems apt in these trying time.

Operas, plays and ballets
Royal Opera House: London
If you can't be in Vienna, you can at least treat yourself to full streams of some of the Vienna State Opera's latest performances. A reminder, for people who don't like opera: These works are almost always as much a treat for the eyes as much as the ears.
Metropolitan Opera: New York City
Arts lovers, if appointment viewing is more your thing, the Met is putting on nightly opera streams. But you better not be late! They're only available until 3:30 p.m. ET the next day. And there's something to be said for such ephemerality.
The Social Distancing Festival
Want more live streamed arts? A theater artist has created The Social Distancing Festival, which gathers live streams and videos of all different types of performances in one place, on one calendar.

Did you know you can stream broadway shows through Amazon, iTunes, YouTube and other streaming services? You can also check out BroadwayHD, a special streaming service that brings you the greatest from the Great White Way. It's $8.99 a month, but there's a one-month free trial.

Cultural sites
The White House: Washington, D.C.
Hang out in the Oval Office? Don't mind if we do! By the way, the online exhibit sections of Google Arts & Culture's offerings are like having your own personal tour guide. Our suggestion: The Virtual Tour of the Eisenhower Executive Office Building will get you acquainted with stunning spaces you've only ever seen on TV.
Palace of Versailles: Versailles, France
Explore one of France's national treasures and all of the Baroque art, architecture and finery within. Our suggestion: Go outside of the palace interior for an early birds-eye-view of the grounds, to get your bearings.
The Prambanan Temple: Yogyakarta, Indonesia
There's so much to behold in this iconic, intricate Hindu temple complex. Good thing you're in no rush! Step up to the spires with the arrow marks, and drag your cursor to get a good look at the carvings.
The Sistine Chapel: Vatican City
Zoos and aquariums

Every day while school is out, the Cincinnati Zoo ( home of the famous Fiona the hippo), will be hosting a Home Safari on their Facebook Live Feed at 3 p.m. ET. They'll have up-close animal experiences, plus activities to do at home.
The Shedd Aquarium: Chicago, Illinois
The Shedd Aquarium has already captured hearts with the antics of its resident penguins, which have been filmed roaming the now-empty halls of the aquarium, looking at all of the other exhibits. But animal lovers will want to follow their Facebook page, too: They're sharing all kinds of behind-the-scenes videos and fun virtual experiences.

Want to have something fun going on in the background while you're working? Your favorite zoo probably has live cams so you can check in on all the animals. The San Diego Zoo is a great start.
The Georgia Aquarium: Atlanta
The Georgia Aquarium has live streams, too! And you can pick what animal you want to watch. We're partial to the African Penguins.

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plays and museums to enjoy from home  - cnn

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All the virtual concerts, plays, museums and other culture you can enjoy from home

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The fact is, most of us are going to be spending a lot of time at home. And while nothing can replicate the swell of a live orchestra or the quiet murmur of an art gallery on a Saturday morning, there are countless cultural experiences at your fingertips to make your time indoors more artful and imaginative.

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AFFIRM -Autism Focused Intervention Resources and Modules COVID 19 Specific 

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AFFIRM -Autism Focused Intervention Resources and Modules COVID 19 Specific 

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All children and young adults require support from caregivers during times of stress and uncertainty, such as those we are facing now with the spread of the coronavirus (COVID-19). Coping with the unknown and navigating school closures, abrupt changes in routines, loss of connections with teachers and friends, and fear around contracting the virus- are burdens for all, and caregivers play an important role in helping children and young adults understand the changes and process their related feelings. Individuals with autism may need additional support to process the news and adapt to the many changes. This population may face additional challenges related to comprehension, communication, difficulty understanding abstract language, an insistence on sameness, and a greater likelihood of anxiety and depression-all of which may be exacerbated during this stressful period.

The following 7 support strategies are designed to meet the unique needs of individuals with autism during this period of uncertainty. In addition, examples and ready-made resources are included to help caregivers implement these strategies quickly and easily. These materials purposely represent a variety of styles/designs/complexity to model the range of what may be most meaningful across ages and skills, and to demonstrate what can be generated with few materials by busy caregivers. Specific adaptations and additions may be necessary to best meet the varied needs of individual children and young adults.

These strategies are intended to be a menu or toolkit of ideas that may be helpful-- caregivers may take one idea at a time and find a way to make it work for their child(ren) with autism and their family. Caregivers may want to start with a strategy they have used in the past, or perhaps find a tool to address the issue that is creating the most immediate stress. Consider involving the individual with autism in the decision-making process about what tools would be most helpful.
7 Strategies to Support Individuals with ASD through Uncertain Times

1. Support understanding

2. Offer opportunities for expression

3. Prioritize coping and calming skills

4. Maintain routines

5. Build new routines

6. Foster connections (from a distance)

7. Be aware of changing behaviors

Suggested Citation:
Hume, K., Waters, V., Sam, A., Steinbrenner, J., Perkins, Y., Dees, B., Tomaszewski, B., Rentschler, L., Szendrey, S., McIntyre, N., White, M., Nowell, S., & Odom, S. (2020). Supporting individuals with autism through uncertain times. Chapel Hill, NC: School of Education and Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill. Retreived from: https://afirm.fpg.unc.edu/supporting-individuals-autism-through-uncertain-times

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Supporting Individuals with Autism through Uncertain Times

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All children and young adults require support from caregivers during times of stress and uncertainty, such as those we are facing now with the spread of the coronavirus (COVID-19).

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The Working Mind and Drawing Hand of Oliver Jeffers

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Raise a reader by getting the best book recommendations, reading tips, and discounts delivered straight to your inbox.

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Books read by Authors and Actors

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The SAG-AFTRA Foundation's Daytime Emmy nominated, Storyline Online, features celebrated actors including Viola Davis, Kristen Bell, Chris Pine, Lily Tomlin, Wanda Sykes, Kevin Costner, James Earl Jones, Betty White and more reading children's books to inspire a love of reading in millions of children worldwide.

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How to Help Kids Manage Anxiety around COVID

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How to Help Kids Manage Anxiety around COVID

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4 expert Videos

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We are all having to adapt to life changes based on the coronavirus. These changes are activating and exacerbating anxiety in kids and adults alike. Three trained therapists help us navigate through this experience.

Dr. Laura Markham, clinical psychologist and bestselling author, speaks to Renee Jain about helping kids navigate through fear and anxiety around the coronavirus.

Dr. Shefali Tsabary teaches parents about radical acceptance even when life throws shocking curveballs such as school closures due to the coronavirus.

Natasha Daniels is a child therapist specializing in OCD and anxiety. She discusses how to help kids quell compulsions exacerbated by news of the coronavirus.

Have more questions about managing fear and anxiety around the coronavirus? Drop a comment below and let us know what questions you want answered. We'll continue to build our library of resources including expert interviews around this topic. Make sure you're signed up for our newsletter to get updates.

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Helping Kids Manage Anxiety around the Coronavirus (Expert Videos)

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We are all having to adapt to life changes based on the coronavirus. These changes are activating and exacerbating anxiety in kids and adults alike. Three trained therapists help us navigate through this experience. Have more questions about managing fear and anxiety around the coronavirus?

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My School is Closed Today Book/Social Story for Kids

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My School is Closed Today Book/Social Story for Kids

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Mindful USC - Mindfulness at the University of Southern California

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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Carol Gray Social Story on Dealing with Pandemic and Media

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Carol Gray Social Story on Dealing with Pandemic and Media

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Carol Gray Social Story - I can HELP/Handwashing in Spanish 

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Carol Gray Social Story - I can HELP/Handwashing in Spanish 

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Carol Gray Social Story on Hope and the Future

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Carol Gray Social Story on Hope and the Future

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Peloton: The ultimate fitness experience

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Access high-energy workouts, instantly. Discover Peloton: streaming fitness classes to you live and on-demand.

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In collaboration with research and community partnerships at the University of Pennsylvania, Children's Hospital Colorado, and The University of Alabama.

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Visual Supports for Students on the Spectrum

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Visual Supports for Students on the Spectrum

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Visual Supports Tool Kit Autism Speaks.pdf

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Gmail is email that's intuitive, efficient, and useful. 15 GB of storage, less spam, and mobile access.

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Advanced placement resources for high school students 

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Advanced placement resources for high school students 

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The AP Program offers college-level courses and exams that you can take in high school. Taking AP courses and exams in high school could give you an advantage in college by letting you: Earn College Credit and Placement Save Money and Time Stand Out to Colleges Keep Your Options Open Nearly all colleges and universities in the United States grant credit and placement for qualifying AP scores.

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Butte County Office of Education Special Education Resources 

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Butte County Office of Education Special Education Resources 

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DISTANCE LEARNING SUPPORT - Special Education

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Unique Learning System is a program designed to meet the complex and unique needs of special education students. The following resources are designed to support students with moderate to severe disabilities: , Elementary, Intermediate, Middle School, High School, and .

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Just For Kids: A Comic Exploring The New Coronavirus

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You may have heard the word “coronavirus” online or on TV. You probably have a lot of questions. Check out our comic to get some answers — and print out a zine version at home.

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SPED Teacher Website with FREE RESOURCES

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SPED Teacher Website with FREE RESOURCES

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I'm passionate about helping ALL students succeed! I taught special education in a multi-needs classroom, where my students had a range of low incidence abilities functioning anywhere between a PreK to 3rd grade level. I love teaching and creating materials - and then being able to share my ideas and help teachers like you! Read more about my classroom on my blog - Breezy Special Ed Blog and on my facebook page.

Every student can succeed, just in different ways. So I keep trying new things until I find what works for that student!

HONORS/AWARDS/SHINING TEACHER MOMENT

It's all in the little things. When I see something we've been working on for so long finally "click" with a student, when a behavior plan starts to show improvements with a student, when my students say hello unprompted! :)

MY OWN EDUCATIONAL HISTORY

Graduated from Trinity Christian College in Palos Heights with a Special Education and Elementary Education BA degree.

ADDITIONAL BIOGRAPHICAL INFORMATION

Check out my facebook page for more ideas and notifications of new products/sales!

English Language Arts, Reading, Spelling, Specialty, Math, Science, Earth Sciences, Social Studies - History, Government, U.S. History, Arts & Music, Computer Science - Technology, Special Education, Health, Social Work, Life Skills, School Counseling, Cooking, Writing, Oral Communication, Holidays/Seasonal, Back to School, Thanksgiving, Christmas/ Chanukah/ Kwanzaa, Halloween, Speech Therapy, Winter, Valentine's Day, Presidents' Day, Black History Month, St. Patrick's Day, Easter, Spring, Earth Day, Summer, Vocational Education, Early Intervention, Women's History Month

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I'm passionate about helping ALL students succeed! I taught special education in a multi-needs classroom, where my students had a range of low incidence abilities functioning anywhere between a PreK to 3rd grade level. I love teaching and creating materials - and then being able to share my ideas and help teachers like you!

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Council of Administrators of Special Education (CASE)

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Council of Administrators of Special Education (CASE)

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Navigating the COVID-19 Crisis

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Gmail is email that's intuitive, efficient, and useful. 15 GB of storage, less spam, and mobile access.

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leadership

"Arts education fosters bright, creative, and socially engaged students who will grow up to be our next leaders, parents, teachers, artists, and engineers. Their innovative ideas will shape industries; their creative thinking will find out-of-the-box solutions for a global society, and will provide students with a way to understand themselves, and have a sense of belonging." - Jane Chu, National Endowment for the Arts.

creative confidence

"Art in Action not only provides an exposure to the arts, it helps students develop self esteem, is an outlet for creative expression, and it increases parent participation within the school. Our students are very fortunate to have this program." - Art in Action Parent Docent

knowledge

"My class has studied Van Gogh, Ghirlandaio, Miro, and African textiles to name a few... I see my students lose any hesitation with regard to self-expression and make meaningful connections across the curriculum. They are as intrigued by the lives and techniques of the artists as they are with the projects." - Elementary School Teacher

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"Arts education fosters bright, creative, and socially engaged students who will grow up to be our next leaders, parents, teachers, artists, and engineers. Their innovative ideas will shape industries; their creative thinking will find out-of-the-box solutions for a global society, and will provide students with a way to understand themselves, and have a sense of belonging."

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Our intention through the social-emotional learning curriculum is to provide students with tools to solve problems, recognize appropriate and inappropriate choices, develop strategies for making good choices, and develop self-discipline.
During daily Advisory, students focus on work habits and social-emotional learning.
Students engage in daily social-emotional learning lessons that question, challenge, and require goal setting for character growth.

Each student meets one-on-one with the Advisor on a weekly basis to focus on setting, tracking, and reflecting on goals.

Our students become experts in eight key domains:

Comprehension & Communication

Time Management

Goal Management

Resource Management

Self Knowledge

Motivation

Focus

Collaboration

We prioritize the development of these seven areas:

Conscientious

Curious

Entrepreneurial

Perseverant

Self-Aware

Self-Regulated

Socially Intelligent

These areas encompass qualities such as accountability, self-direction, risk-taking, resilience, empathy, understanding team dynamics, and learning to give and receive feedback.

Next: Making Time for the Student-Teacher Relationship

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During daily Advisory, students focus on work habits and social-emotional learning. Students engage in daily social-emotional learning lessons that question, challenge, and require goal setting for character growth. Each student meets one-on-one with the Advisor on a weekly basis to focus on setting, tracking, and reflecting on goals.