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As employment opportunities in Science, Technology, Engineering, and Mathematics (STEM) continue to expand in Virginia and throughout the United States, the selection of STEM courses in K-12 allow students to prepare for a variety of STEM careers.  The Game of STEM was developed to provide a sampling of potential STEM careers and to support students, counselors, and teachers as students determine course pathways.

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TRAUMAINFORMED

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Headspace for Educators
FREE access to this incredible website and app. What do you have to lose?

✓ Helping educators live healthier, happier lives
✓ Inspiring educators to build and deepen their personal mindfulness practices
✓ Providing guidance and support to educators to foster mindfulness in their classrooms
Educator Wellness Webinars
Educator Wellness Webinars
MHTTC
MHTTC
Excellent opportunity for school counselors, teachers, administrators, or any staff member!

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The first child-facing emotional wellness platform that captures how kids feel and helps parents and educators respond.

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By combining early & crisis intervention, real-time support, and a safe, digital space for emotional discovery, Closegap makes it easy for K-12 schools to support the emotional health of their students.

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Excellent resource with loads of helpful information and considerations

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COVID Grief and Loss Resources Brooklyn LAB

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A ToolKit From National Alliance for Grieving Children

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A ToolKit From National Alliance for Grieving Children

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A ToolKit From National Alliance for Grieving Children

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A ToolKit From National Alliance for Grieving Children

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Virtual Educator Resources for free! Excellent resource for lessons (both inperson and virtually). Also includes family supports and virtual assembly ideas.

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During these challenging times, we have an opportunity to work together, build creative solutions, and exercise compassion.

The CharacterStrong Team has been working on overdrive fueled by the purpose of serving educators who are navigating new waters. We are thrilled to provide this digital toolkit with resources to make sure you are still able to meet the needs of your students and staff - physically or virtually.

We've divided up the resources ( you can find these links on the navigation bar to the left on computers and up top on phones) into Elementary and Secondary tools. You'll notice that each has a few categories:

Videos with Questions: We have 2 videos per week that are age appropriate for grades K-2, 3-5, and 6-12 related to various character and social-emotional skills. You'll find a meaningful video and some questions you can use for discussion.

Teacher Character Workouts: 2 challenges a week that put a focus on self-care, relationship-building, and character development. Feel free to download the images and share with your team or on social media!

Family Character Workouts: We know that many educators are also parents and guardians who are now on double duty. We also know that you have families in your community you want to serve. We are providing 2 challenges a week to help provide meaningful conversations and activities.

Student Character Workouts: At the secondary level, we have provided 2 challenges a week for students to maintain a focus on character. We also put out a CharacterDare every Tuesday on our and have students from all over the country reflecting on their experience.

We will release the new week's content every Sunday so you can hit the ground running each Monday with tools and purpose! Feel free to explore the Samples on the menu as well, which include a variety of SEL, character, and leadership lessons for grades K-12.

This is just one way we want to support during this time. We will be holding a Whole Child Virtual Summit in April, Virtual Assemblies over the coming 2 months, and asking students and staff to follow along with our 30 Day Kindness Journal starting Monday, March 16th.

We've got this, together.

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Virtual Educator Resources Overview - CharacterStrong

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During these challenging times, we have an opportunity to work together, build creative solutions, and exercise compassion. The CharacterStrong Team has been working on overdrive fueled by the purpose of serving educators who are navigating new waters.

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Virtual Educator Resources for free! Excellent resource for lessons (both inperson and virtually). Also includes family supports and virtual assembly ideas.

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During these challenging times, we have an opportunity to work together, build creative solutions, and exercise compassion.

The CharacterStrong Team has been working on overdrive fueled by the purpose of serving educators who are navigating new waters. We are thrilled to provide this digital toolkit with resources to make sure you are still able to meet the needs of your students and staff - physically or virtually.

We've divided up the resources ( you can find these links on the navigation bar to the left on computers and up top on phones) into Elementary and Secondary tools. You'll notice that each has a few categories:

Videos with Questions: We have 2 videos per week that are age appropriate for grades K-2, 3-5, and 6-12 related to various character and social-emotional skills. You'll find a meaningful video and some questions you can use for discussion.

Teacher Character Workouts: 2 challenges a week that put a focus on self-care, relationship-building, and character development. Feel free to download the images and share with your team or on social media!

Family Character Workouts: We know that many educators are also parents and guardians who are now on double duty. We also know that you have families in your community you want to serve. We are providing 2 challenges a week to help provide meaningful conversations and activities.

Student Character Workouts: At the secondary level, we have provided 2 challenges a week for students to maintain a focus on character. We also put out a CharacterDare every Tuesday on our and have students from all over the country reflecting on their experience.

We will release the new week's content every Sunday so you can hit the ground running each Monday with tools and purpose! Feel free to explore the Samples on the menu as well, which include a variety of SEL, character, and leadership lessons for grades K-12.

This is just one way we want to support during this time. We will be holding a Whole Child Virtual Summit in April, Virtual Assemblies over the coming 2 months, and asking students and staff to follow along with our 30 Day Kindness Journal starting Monday, March 16th.

We've got this, together.

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Virtual Educator Resources Overview - CharacterStrong

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During these challenging times, we have an opportunity to work together, build creative solutions, and exercise compassion. The CharacterStrong Team has been working on overdrive fueled by the purpose of serving educators who are navigating new waters.

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I Can Stay Healthy by Wearing a Face Mask 

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I Can Stay Healthy by Wearing a Face Mask 

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The Boggs Center on Developmental Disabilities and Children’s Specialized Hospital have developed a series of resources to help children understand and feel comfortable wearing face masks.

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I Can Stay Healthy by Wearing a Face Mask (Spanish)

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I Can Stay Healthy by Wearing a Face Mask (Spanish)

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Help your child feel good and using and seeing others wearing face masks (English)

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Help your child feel good and using and seeing others wearing face masks (English)

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The Boggs Center on Developmental Disabilities and Children’s Specialized Hospital have developed a series of resources to help children understand and feel comfortable wearing face masks.

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Help your child feel good about using and seeing others wearing face masks (Spanish)

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Help your child feel good about using and seeing others wearing face masks (Spanish)

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Parent's Guide: Helping your child wear a face mask (Spanish)

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Parent's Guide: Helping your child wear a face mask (Spanish)

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Parent's Guide: Helping your child wear a face mask

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Parent's Guide: Helping your child wear a face mask

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Your child may have challenges or discomfort when wearing a face mask. After talking about the importance of face masks, ask your child about what might be bothersome and any preferences in type, color, or style. Once you understand, you can help work with your child to help make the face mask more comfortable to wear.

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Feelings Chart (several translations avaliable)

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Feelings Chart (several translations avaliable)

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Below you'll find translations of the Kimochis Feelings Chart into over 20 languages, plus links to all of our other resources. Bookmark this page so that you can return easily.

Click on the language to download the chart.

The languages are listed in alphabetical order. If you would like to add a translation or find an error, please email orders@kimochis.com with the subject line "Translation request" so that it can be added to our queue.

In addition to the Feelings Charts - Team Kimochis has chosen to unlock our training portal and make all of our customer resources available for free until July 1, 2020. You can access them at the links below.

Educator's Portals (Teacher and Counselor training for use of Kimochis Education Tool Kits)
Early Childhood Educator's Portal Elementary (Grades 1-5) Educator's Portal SOS - Kimochis to the Rescue for Challenging Feelings and Behviors Early Childhood SOS Elementary (Grades 1-5) SOS Free Resources - these will remain free after July 1, 2020
FREE RESOURCES - feeling charts, coloring sheets and other goodies

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The languages are listed in alphabetical order. If you would like to add a translation or find an error, please email orders@kimochis.com with the subject line "Translation request" so that it can be added to our queue.

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Addressing Race and Racism, A Guide for School Counselors

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Addressing Race and Racism, A Guide for School Counselors

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Essential Considerations and a Library of Resources created just for you!

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COVID-19 Racial Equity & Social Justice list includes information that we hope will help communities and activists as they work to understand and respond to the moment and for the long haul. Our COVID-19 Resources are arranged in categories to help you sift through the material.

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COVID-19 - Racial Equity & Social Justice Resources

COVID-19 Racial Equity & Social Justice list includes information that we hope will help communities and activists as they work to understand and respond to the moment and for the long haul. Our COVID-19 Resources are arranged in categories to help you sift through the material:

Analysis includes a range of resources that look at the big picture - how the pandemic may reshape the world, the existing disparities it highlights, and perspectives on the virus' impact on different communities and issue areas

Resources and Tools includes tips and strategies for response, communication and framing, and addressing hate.

Healing and Community Care centers on how to care for ourselves and our people in this time, while continuing to center the needs and perspectives of the most vulnerable

Organizing and Solidarity has resources on actions people are already taking to bring attention to issues that intersect with the virus' impact, including worker and migrant rights, needs of specific communities of color, and more

Resource Building & Rapid Response - Includes lists of different funds currently available, guidance on resource building at this time and how foundations and donors need to be equitably responsive

Virtual Work and Online Engagement focuses on how we can stay connected to each other and to racial equity action while social distancing

List of Lists is a collection of resource lists shared by others that relate to equity, social justice and other areas in the context of the pandemic

Please use the following link, if you would like to submit a resource.

Analysis

Resources & Tools

Healing & Community Care

Organizing & Solidarity

Resource Building & Rapid Response

Virtual Work & Online Engagement

List of Lists

Also in this section:

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COVID-19 Racial Equity & Social Justice list includes information that we hope will help communities and activists as they work to understand and respond to the moment and for the long haul.

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One pagers with information for specific audiences (collection is growing- so check back often)

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

Student & School Support

News & Announcements

Mental Health & Wellness Service Delivery during School Closures

The VDOE, Office of Student Services (OSS), has compiled Instructional Support Mental Health Resources During School Closures (Word) to assist division instructional support personnel with mental health and wellness service delivery during school closures. Specialized Instructional Support Personnel (SISP) include school counselors, school psychologists, school social workers, and school nurses

Virginia Community School Framework (VCSF)

The Virginia Community School Framework (VCSF) seeks to remove nonacademic barriers to learning as a means to enhance student academic success. Community schools vigorously pursue equity by creating opportunities, empowering communities, providing wrap-around services, and meeting students where they are, every day. Policies, practices, and supports allow for flexibility that put students first.

VDOE and the commonwealth's public schools work in partnership to support and improve teaching and learning through a variety of programs and activities promoting the safety and well being of students within a positive learning environment. VDOE oversees a variety of programs that directly and indirectly support students in school and community settings.

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The Virginia Department of Education, Office of , provides adult literacy services, adult high school equivalency completion, Adult Education and Literacy, Second Language services to Virginia's adults.

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The National Child Traumatic Stress Network

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Helps young children and families talk about their experiences and feelings related to COVID-19 and the need to shelter in place. In the story, the coronavirus has spread to Littletown causing changes in everyone's lives. The story opens doors to conversations about COVID-19, ways that families and communities are working together to keep safe from the virus, family and community strengths, common challenges and reactions in children and adults, ways that families support children and each other, and our intense gratitude for frontline workers. A caregiver guide is available in the back of the book that provides ways parents can use the story with their children. A companion story, Fighting the Big Virus: Trinka's and Sam's Questions, for how to answer children's questions about the virus is also available.

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Trinka and Sam Fighting the Big Virus: Trinka, Sam, and Littletown Work Together

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Helps young children and families talk about their experiences and feelings related to COVID-19 and the need to shelter in place. In the story, the coronavirus has spread to Littletown causing changes in everyone's lives.

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McKinney Vento one pager for School Counselors & Video Link

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McKinney Vento one pager for School Counselors & Video Link

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Be sure to view the 15 minute video with excellent information around our role in supporting students experiencing homelessness.

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Coloring and conversations about pandemic (virtual option too). Appropriate for upper elementary and secondary age students.

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Draw Me Safe: Coloring and Conversation about a Pandemic

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Use Ricardo Morales' "What to Do in a Pandemic... Our Cousins Know" coloring series to be creative, pass the time, relieve stress and engage in family conversations with children about how to stay safe and well during the coronavirus pandemic.

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Coloring and conversations about pandemic (virtual option too). Appropriate for upper elementary and secondary age students.

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Draw Me Safe: Coloring and Conversation about a Pandemic

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Use Ricardo Morales' "What to Do in a Pandemic... Our Cousins Know" coloring series to be creative, pass the time, relieve stress and engage in family conversations with children about how to stay safe and well during the coronavirus pandemic.

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Incredible resource for K-12 lesson planning, supporting, and helping families.

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Wide Open School's mission lives on at Common Sense

With schools back in person, we have closed this dedicated distance-learning site designed to guide families and educators through the sudden shift to remote learning.
Discover More Great Resources for Families & Educators
Common Sense is dedicated to providing teachers and families with free resources to help kids learn, grow, and thrive with media and technology. Join our community for more tips and resources to support kids' learning and healthy development.

More Resources You'll Love

Get more free content like what you found on Wide Open School.
For Families For Educators
Thank You to Our Supporters & Partners

We are grateful to our supporters and partners for helping to bring these resources to kids, families, and educators everywhere during a global crisis. It is a testament to the power of creativity, collaboration, and a shared commitment to education and digital access for all.

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Wide Open School's mission lives on at Common Sense With schools back in person, we have closed this dedicated distance-learning site designed to guide families and educators through the sudden shift to remote learning. Discover More Great Resources for Families & Educators

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Guidance for Teachers and Counselors during COVID-19

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Guidance for Teachers and Counselors during COVID-19

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Best practices, practical tips, and important reminders on how to keep kids safe.

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Once COVID-19 is over, we need to consider how to adjust our systems and teams to meet the needs of students, staff and families. This webinar includes system ideas for reintegration.

Available: Monday, May 11th

Dr. Emily Goodman-Scott & Dr. Jennifer Betters-Bubon

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Once COVID-19 is over, we need to consider how to adjust our systems and teams to meet the needs of students, staff and families. This webinar includes system ideas for reintegration. Available: Monday, May 11th Dr. Emily Goodman-Scott & Dr. Jennifer Betters-Bubon

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COVID Coloring Book from the Children's Museum

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COVID Coloring Book from the Children's Museum

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Are your kids bored? Worried? Confused about COVID-19? This activity book can help!

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Are your kids bored? Worried? Confused about COVID-19? This activity book can help!

Our experts in infectious diseases, child and adolescent psychiatry, and child life helped develop fun and factual pages that can be used as a source for education, amusement and a mental health check-in for kids and parents/guardians.
The book includes:

COVID-19 coloring sheets, maze and word search

Kid-friendly information on the Coronavirus, including what it is and how it's spread

Tips for staying healthy and connecting with others during the global pandemic

Opportunities to share emotions through words and pictures

Print and have a blast with markers, crayons or colored pencils. Don't have a printer? No problem! Kids can color online in Microsoft Paint, Instagram or other coloring apps.

Originaly published April 2020
Updated August 2020

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7 pages of fun during COVID-19: A kid-friendly coloring book

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Our experts in infectious diseases, child and adolescent psychiatry, and child life helped develop fun and factual pages that can be used as a source for education, amusement and a mental health check-in for kids and parents/guardians.

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Parents often tell me they don't know where to begin to have a "real" conversation with their child. These questions will get you started. Rather than badgering your child with them, use one as the jumping off point for a two-way conversation. Start by asking your child the question, and listen to the answer, remembering to reflect back what she's saying so she knows you understand.

Don't shy away from expressing your opinions; kids are often curious what parents think. Just be sure that you listen first, and that you listen more than you talk.

And resist the urge to lecture, which will make your child tune you out. The point is developing the habit of conversational back and forth that deepens your relationship.

These questions also work well to launch family dinner table conversations.

Getting to Know Your Child

Your Relationship with Your Child

What is your favorite thing about our relationship?

What is your least favorite thing about our relationship?

Do you feel like you could talk with me about anything at all?

What would you be most likely to want to lie to me about? Why?

If you got into really big trouble, how do you think I would respond?

Is there something I can do better as your parent that I am not doing now?

If we had a special day together what would you want to do?

Do I ever embarrass you?

What are the most important things I have taught you?

If you had to choose only three words to describe me as a parent, what would you say?

If you and I could switch places for a day, what are the first things you would do?

Family

Blended Families and Adoptive Families

Do blended families take more work? Can they be as happy as birth families?

Do you ever miss your dad?

Do you think things would be different if your dad was still with us and I had never met your step-dad? How?

Even though your step-dad is not your biological dad, you know he adores you. Do you feel close to him?

You know, to your little sister you are completely her sister, not her stepsister. Do you feel that way, or is it different for you? Do you feel close to her?

When you grow up, do you think you and your step-sibs will stay connected?

Do you think it's harder for children who have been adopted than for children who weren't?

Do you think it's a good idea for kids who were adopted to look up their birth parents? Why or why not?

If you met your birth parents, how do you think they'd be different from us? In what way?

If you met your birth parents, what would you want to ask them?

If you met your birth parents, how would your life be different?

Values & Character

School & Learning

Who is or was your favorite teacher? Why?

What do you like best about school?

What is the hardest thing about school?

How do you manage your homework so you can stay on top of it and feel good about it?

Do you think there is a difference between being smart and being wise?

What is your favorite time of the school day?

What is the most embarrassing thing that ever happened to you at school?

What do you know how to do, that you could teach someone else?

How common do you think cheating is at your school?

What would you do if all the other kids were planning to cheat on the final and you knew that doing so would lower your grade?

Do you respect your teachers? Why or why not? Do you think they respect you?

Would you ever want to be a teacher? Why or why not?

What do you think makes the most difference in how kids do at school? Hard work, innate ability, parental supervision, peer attitudes, how good the school is?

Do you think it makes sense to admit students to a college based only on academic achievement or should an attempt be made to achieve racial and ethnic diversity as well?

Do you think kids from wealthier school districts have an unfair advantage?

What do you think about home-schooling?

Emotions

Friendship & Peers

Who do you usually sit with at lunch at school? What do you talk about?

Who is your best friend and why?

What traits do you look for in friends?

Do you have friends who are different races or religions than you? Does that have any effect on the friendship?

Do you think you're good at making friends?

How do you work things out with a friend when you have a disagreement?

Where do you consider yourself on the shy to outgoing continuum?

Have you ever been mad at one of your friends? How did you handle it?

Do you think there is a such thing as peer pressure? Do you ever feel peer pressure? Do you think some people are more susceptible to peer pressure than others? Why do you think that is?

What do you think makes a person popular? Are wealthier kids more popular? Kids who mature faster?

Are you popular? Why or why not? Would you like to be?

What do you think leadership is? What makes a good leader?

Bullying

Drug and Alcohol Use

Consent, Sex, Love, Marriage and Sexual Preference

Body Image and Gender Roles

What matters most, attractiveness or being strong, smart, brave, responsible, caring, etc?

Who decides whether someone is pretty or attractive?

How do you think the bodies of models and actors on TV compare to ordinary peoples' bodies? How does it make you feel to watch them?

What do you think of the way girls and guys in middle and high school dress these days?

Do you think girls look better with or without makeup?

Is attractiveness innate or is it something we can make ourselves into?

Does making ourselves attractive have a cost? (for instance, comfort, adventure, or fun.) Is that different for girls than for boys?

Is someone pretty who acts ugly?

Is someone pretty who is in rags but acts bravely and with caring?

Is there a difference between "attractive" and "hot"? Between "hot" and "sexy"?

How would you define "sexy"? Is it important to be "sexy"? Are some of the kids at school sexy?

How does someone know if they're sexy?

Is it important that your future boyfriend or girlfriend be sexy?

What are the most important qualities you would want in a boyfriend or girlfriend?

Do you think most girls are glad when they reach puberty? Why or why not? Do you think most guys are glad when they reach puberty? Why or why not?

What's the hardest thing about being a girl?

What's the hardest thing about being a boy?

Have you ever met someone who felt they had been born into the wrong body? For instance, a girl who thought she should have been born into a boy's body? What do you think about that?

Do you know anyone with an eating disorder? Why do you think kids develop eating disorders? Why do you think there's such an emphasis on thin-ness in our society?

Can you name three things that you really like about yourself that have nothing to do with what you look like?

Spirituality

Do you believe in God? Why or why not? If so, how do you picture God?

Do you ever talk to God?

Is spirituality the same as religion or different?

Has religion played a positive or negative role in history?

Do you have good friends who practice religions that are different from ours? Acquaintances? How are you like them? How are you the same or different?

Do you think there is one best religion? Why or why not?

What do you think happens after death?

What do you think is the meaning of life? Why are we alive?

How will you know if you've had a successful life?

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Start Dinner Conversations with Your Child

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Parents often tell me they don't know where to begin to have a "real" conversation with their child. These questions will get you started. Rather than badgering your child with them, use one as the jumping off point for a two-way conversation.

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#WeThriveInside
Lots of resources for students, families and school counselors as we all try to navigate these new waters.

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Every day presents new challenges to the mental health and well-being of children. #WeThriveInside is bringing the Child Mind Institute's innovative telehealth, inspiring videos and online resources to families no matter where they are. Support this life-changing work. Click to help kids thrive inside.

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#WeThriveInside | Child Mind Institute is Helping Children Through COVID-19 & Beyond

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Every day presents new challenges to the mental health and well-being of children. #WeThriveInside is bringing the Child Mind Institute's innovative telehealth, inspiring videos and online resources to families no matter where they are. Support this life-changing work. Click to help kids thrive inside.

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Supporting LGBTQ Students During COVID-19 Quarantine Tip:Sheet for School Counselors

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Supporting LGBTQ Students During COVID-19 Quarantine Tip:Sheet for School Counselors

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This website was designed in partnership with the California Association of School Counselors and Wisconsin School Counselors Association. This multidisciplinary team of over 50 school administrators and counselors organized to provide a platform where information can be consolidated into a one-stop website to address massive school closures and community wide health, mental health and economic trauma.

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Online K12 Social Emotional Learning Program | EVERFI

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Our free social emotional learning program equips educators with online SEL curriculum and activities to nurture social skills in your classroom.

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Write you what you are doing/plan to do to support students and share with your administration!

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Virtual High School Counseling Tool Kit from ASCA

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Virtual High School Counseling Tool Kit from ASCA

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Virtual Middle School Counseling Tool Kit from ASCA

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Virtual Middle School Counseling Tool Kit from ASCA

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Virtual Elementary School Counseling Tool Kit from ASCA

# data[].attributes.subject
Virtual Elementary School Counseling Tool Kit from ASCA

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Fifteen mindfulness program sessions are now available for anyone to use, no experience necessary! Designed for educators and families to do alongside children, or for older children to do on their own, Mind Yeti provides a great way for everyone to practice mindfulness during this difficult time.

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Mind Yeti® sessions are no longer available on MindYeti.com.

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Virtual Elementary School Counseling: Tier 1 

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Virtual Elementary School Counseling: Tier 1 

# data[].attributes.body
Learn about various ways to provide Tier 1 counseling services virtually without overwhelming parents/guardians, students or yourself.

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School counseling at the elementary school level during a pandemic, or at other times when virtual school counseling is required, may seem more manageable when viewed through the domains of school counseling. Unlike school counseling for middle or high school students, counseling elementary school students requires more hands-on work by families. Learn about various ways to provide Tier 1 counseling services virtually without overwhelming parents/guardians, students or yourself. Download handout here.
Earn 0.1 CEUs/1 contact hours for this webinar by purchasing and passing the corresponding quiz found in the Specialists and Exams section of the Online Store. Search on the webinar title to find the exam in the online store. CEU exams are available for three years following the live webinar. Learning objectives:
After viewing this webinar you should be able to:

Discuss best practices when working with elementary students and families in a virtual setting.

Identify various technology tools and resources to aid you in your virtual elementary counseling.

Describe at least one lesson you can use when counseling your elementary students.

Presenter:
Sarah Kirk, Elementary School Counselor, Kendall-Whittier Elementary School, Tulsa, Okla.
Original air date: April 16, 2020

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Virtual Elementary School Counseling: Tier 1 How-to

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School counseling at the elementary school level during a pandemic, or at other times when virtual school counseling is required, may seem more manageable when viewed through the domains of school counseling. Unlike school counseling for middle or high school students, counseling elementary school students requires more hands-on work by families.

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

Health & Medical

Governor Northam Announces Phased Reopening Plan for Virginia Schools

Governor Ralph Northam has announced a phased reopening of K-12 schools, which gradually permits in-person instruction to resume while prioritizing the health and safety of students and staff. In order to minimize the disparate impacts closures have had on students, this approach prioritizes the needs of students who have been most impacted by school building closures, and for whom in-person instruction is most beneficial. It simultaneously recognizes the disruption closures have had on all students and seeks to bring them back to the classroom as soon as is safe and practicable. Refer to Recover, Redesign, Restart 2020 and School Reopening Frequently Asked Questions for related guidance from the Virginia Department of Education.

State Regulatory and Statutory Waivers and Relief Measures

Governor Northam's Executive Order Fifty-One (EO51), issued on March 12, 2020, declared a state of emergency in response to the COVID-19 pandemic and authorized heads of executive branch agencies to waive any state requirement or regulation on behalf of its regulatory board. Chapter 1283 of the 2020 Acts of Assembly (part of the Appropriation Act), as signed by Governor Northam on April 27, 2020, gave the Superintendent of Public Instruction the additional authority to grant temporary flexibility or waivers for certain deadlines and requirements as provided in the Title 22.1 of the Code of Virginia and Appropriation Act that cannot be met for fiscal year 2020 (school year 2019-2020) or fiscal year 2021 (school year 2020-2021) due to the state of emergency and subsequent school closures. Per procedural requirements, any waiver or relief measure requested by the Superintendent of Public Instruction must also be reviewed and approved by the Secretary of Education before taking effect.

With the above privileges, the Superintendent of Public Instruction has provided a number of waivers and relief measures for state-level mandates that could not be resolved through existing pathways or flexibilities and where inaction would have caused irrevocable harm to students, families, and teachers.

State-Level Waivers and Relief Measures in Effect(Word) provides an up-to-date list of such measures. These items have been approved by the Secretary of Education and are currently in effect. This document will be updated as new measures are approved.

Guidance & Support Documents

Virtual IEP Meeting Tip Sheets - Resource developed by U. S. Department of Education grant funded centers to support parents in how to hold and participate in virtual individualized education program (IEP) meetings.

Communication

To reduce spread of misinformation and rumors about COVID-19, schools are encouraged to use reliable information from the Centers for Disease Control (CDC) and Virginia Department of Health (VDH) to share with your school community.

Superintendent's News & Updates Email

Update your subscriber preferences or sign up to receive email updates from the Superintendent of Public Instruction.

Superintendent's & Principals' Memoranda

Weekly memoranda from the superintendent of public instruction are the means by which the Virginia Department of Education communicates official information to the commonwealth's school divisions.

News Releases

News releases and educational releases issued by VDOE and the Governor's Office are available.

Governor Northam Announces Expansion of 'Virtual Virginia' to Support Distance Learning During School Closures - Governor's News Release, April 13, 2020

Governor Northam extended his order that Governor Northam Orders Statewide Closure of Certain Non-Essential Businesses, K-12 Schools - Governor's News Release, March 23, 2020 - all public and private K-12 schools in Virginia close in response to the continued spread of COVID-19 for the remainder of the 2019-20 academic year. Please note that the March 30, Executive Order 55 (PDF) does not impact school meal distribution and instructional plans in localities.

Governor Northam Issues Statewide Stay at Home Order - Governor's News Release, March 23, 2020

Governor Northam Orders Statewide Closure of Certain Non-Essential Businesses, K-12 Schools - Governor's News Release, March 23, 2020

Governor Northam Orders All Virginia K-12 Schools Closed for Minimum of Two Weeks - Governor's News Release, March 13, 2020

Health Promotion Strategies

Schools can implement proactive health strategies to reduce disease transitions within the school setting. These include good hygiene practices such as

handwashing, management of cold symptoms, proper rest, and nutrition;

enhanced facilities monitoring (bathrooms, buses, cafeteria, and media/library centers);

sanitizing classroom toys, frequently used classroom equipment/manipulatives; and

monitoring school absences and communication with parents regarding the local policy for students who are ill and/or returning to school.

Resources for Schools to Plan & Prepare

Center for Disease Control, Information for Schools: Plan and Prepare

CDC, Interim Guidance for School Settings - The guidance is based on what is currently known about the transmission and severity of coronavirus disease.

CDC, Interim Guidance for Administrators of US Childcare Programs and K-12 Schools to Plan, Prepare, and Respond to Coronavirus Disease 2019 (COVID-19) - Revisions made 3/12/2020 to reflect the clarification of mitigation strategies based on level of community transmission of COVID-19 and presence of COVID-19 cases within the school.

CDC, Get Your Schools Ready for Pandemic Flu (2017) - Schools can use this guide to develop a new contingency plan or modify an existing emergency operations plan that reflects considerations specific to each educational setting.

CDC, Pre-School and Childcare Center Checklist (PDF) - This Checklist will serve as a tool to assist school administrators to plan and prepare for Pandemic Flu in the preschool or childcare settings.

CDC, Coronavirus Disease 2019 (COVID-19) Situation Summary: Cases in the U.S . - This site updated each day reflects the current number of positively diagnosed cases of COVID-19 in the United States

CDC, Recommended Cleaning Products and Processes - The CDC has provided Interim recommendations for clang homes with suspected or confirmed cases of COVID-19.

CDC, Information for Travel - This site provides information for all methods of International travel and travel within the continental United States. Click on the World map, COVID-19 Risk Assessment by country to identify parameters for re-entry into the country.

State and Local Resources to Aid Schools in Planning and Preparing

VDH COVID-19 Frequently Asked Questions (PDF) - This document addresses general concerns about COVID-19 and addresses Virginia specific questions. It provides updated guidance for healthcare providers, business, schools and long term care facilities; address isolation, social distancing and movement restrictions, disease prevention and treatment; care for immune-compromised populations, those with chronic disease or pregnancy; and provides additional resources for the community.

VDH Guidance for K-12 Schools (PDF) - Guidance for Educational Administrators on the COVID-19 Outbreak (updated 2/27/20)

VDH Surveillance & Investigation: Coronavirus Disease (COVID-19) - VDH website contains information and resources about COVID-19 for schools, individuals and families, businesses, health care professionals, travelers and mass gatherings.

VDH Fact Sheet - This Fact sheet provides general information about origin and transmission of COVID-19, symptoms, diagnosis and prevention strategies.

VDH Local Health Districts - This resource provides a map, location and contact information for helath departments across the Commonwealth.

VDOE Model Policy to Address Bullying in Virginia's Public Schools - This is available to assist school's response in addressing potential hostilities.

Graphics & Videos

For Parents, Families and Caregivers

COVID-19 Family Resources

COVID-19 Parent Guide

The VDOE has created this guide to serve as a resource for parents, families and caregivers on a variety of topics related to COVID-19 and their students.

Families of Students with Disabilities

Additional Resources

Child Care for Essential Personnel - Parents and families who are in search of child care for essential personnel, which is currently permitted under the Governor's current order, can find more information on the Child Care Aware website. Families can also call 866-KIDS-TLC (866-543-7852).

School Meal Finder - Parents and families can find sites approved for meal service on the School Meal Finder website.

Talking to Children about COVID-19 - Advice for families on how to help children understand COVID-19 and deal with associated anxiety, developed by the National Association of School Psychologists and National Association of School Nurses. Available in both English and Spanish .

Talking to Young Children about COVID-19 - Advice for families on how to help toddlers and preschoolers understand COVID-19 and deal with associated anxiety, developed by Zero to Three.

NAESP Talking With Kids About Covid-19 Graphics Twitter/Facebook and Instagram - Tips when talking to children about COVID-19 and ways they can avoid getting and spreading the disease.

CASEL Resources for Parents and Families - Social Emotional Learning (SEL) offers a powerful means to explore and express our emotions, build relationships, and support each other. CASEL provides resources to attend to the social and emotional needs that arise during stressful times like these. This site also provides school resources for K-12 lessons at home.

SAMHSA Tips for Talking to Children during Infectious Disease Outbreaks - This fact sheet provides parents, caregivers, and teachers with strategies for helping children manage their stress during an infectious disease outbreak. It describes potential reactions among youth and the support adults can provide to help them.

CDC Tips for Parents While School's Out - CDC's COVID-19 guidance for schools and childcare programs now includes Tips for Parents While School's Out.

CDC Strategies for Coping with Stress and Anxiety - Fear and anxiety about COVID-19 can be overwhelming and cause strong emotions in adults and children. This resource provides parents with strategies to support their own stress as well as their child's.

AAP HealthyChildren.org - The American Academy of Pediatrics parenting site offers information for families on COVID-19 and related resources.

AFT Learning at Home Resources - The American Federation of Teachers (AFT) Share My Lesson website offers a repository of learning-at-home resources for teachers and parents, including mental health and social emotional learning resources.

The Child Mind Institute: Supporting Families During COVID-19 - Parents may struggle to balance work, child care and self-care while keeping worries - both your children's and your own - under control. This site offers resources to help children, teenagers, and parents cope with the increased stress of being at home and managing anxiety.

Resources for Supporting Children's Emotional Well-being during the Covid-19 Pandemic - Child Trends provides recommendations for supporting children during this time, who may be at higher risk for the emotional impact of the pandemic.

Federation of Virginia Food Banks - Provides information about COVID-19 food banks response as well as links to regional food banks and resources in Virginia. Families can also text "food" or "comida" to 877-877 to find out more about nearby options.

VDSS COVID-19 Resources - Provides up-to-date information and guidance form the Virginia Department of Social Services.

Medicaid and COVID-19 - Provides information about COVID-19 and Medicaid services, FAQs and how to access health care coverage

Social Care Network - Search for free or reduced cost services like medical care, food, job training and more.

For questions related to health services in schools, contact Tracy White, VDOE School Health Specialist, by email at Tracy.White@doe.virginia.gov and for all other general inquiries, contact constituentservices@doe.virginia.gov.

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Crisis Readiness, Response, and Recovery Webinar Series: Supporting Grieving Students: How to be both grief-sensitive and trauma-informed

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Crisis Readiness, Response, and Recovery Webinar Series: Supporting Grieving Students: How to be both grief-sensitive and trauma-informed

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This is the second in a three-part webinar series. (Part One , Part Three )
Crisis and loss often co-occur in the lives of children, especially in the context of a school crisis, yet the fields of childhood bereavement and trauma overlap far less. This session will discuss both the overlap and differences between bereavement and trauma in children, some of the key considerations related to supporting grieving children, the unique context of cumulative loss, and how this information applies to other types of loss beyond bereavement.
By participating in the session, participants will be able to:

Describe the overlap and differences between grief and trauma in children

Appreciate the unique context of communities characterized by chronic violence and cumulative loss

Understand secondary losses and stressors that may follow both crisis and loss

Explain death to a young child

Anticipate guilt as a potential reaction to the death of someone close

Describe ambiguous loss and understand how knowledge of the impact of grief on children applies to loss other than bereavement

Intended audience: educators; school mental health providers and support professionals (school counselors, nurses, psychologists, and social workers); school administrators; and community-based medical and mental health professionals providing support to schools and/or children and families

About the Presenter:

David J. Schonfeld, MD, FAAP, established and directs the National Center for School Crisis and Bereavement ( www.schoolcrisiscenter.org); the Center coordinates the Coalition to Support Grieving Students ( www.grievingstudents.org), comprised of over 85 organizations including the major educational professional organizations. He holds a joint appointment at the Keck School of Medicine of USC. Schonfeld has authored more than 100 scholarly articles, book chapters, and books (e.g., The Grieving Student: A Teacher's Guide, Brookes Publishing), and he has given more than 800 presentations on the topics of pediatric bereavement and crisis. He has provided consultation and training on school crisis and pediatric bereavement in the aftermath of a number of school crisis events and disasters within the United States and abroad, including school and community shootings in Newtown, CT, Marysville, WA, Aurora, CO, Chardon, OH, and Townville, SC; flooding from hurricanes Sandy in New York and New Jersey, Katrina in New Orleans, and Ike in Galveston, TX; 2008 earthquake in Sichuan, China; tornadoes in Joplin, MO, and Alabama; and Great Smoky Mountain wildfires in Sevierville, TN. He has also conducted school-based research (funded by NICHD, NIMH, NIDA, the Maternal and Child Health Bureau, William T. Grant Foundation, and other foundations) involving children's understanding of and adjustment to serious illness and death, as well as school-based interventions to promote adjustment and risk prevention.

About the National Center for School Crisis & Bereavement: In 2005, Schonfeld established the NCSCB with funding from the September 11th Children's Fund and the National Philanthropic Trust. Further funding from the New York Life Foundation has allowed the center to provide ongoing and expanded services. The center aims to promote an appreciation of the role that schools play to support students, staff, and families at times of crisis and loss; to collaborate with organizations and agencies to further this goal; and to serve as a resource for information, training materials, consultation, and technical assistance.

1-877-53-NCSCB (1-877-536-2722) info@schoolcrisiscenter.org

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Crisis Readiness, Response, and Recovery Webinar Series: Supporting Grieving Students: How to be both grief-sensitive and trauma-informed

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This is the second in a three-part webinar series. (Part One , Part Three ) Crisis and loss often co-occur in the lives of children, especially in the context of a school crisis, yet the fields of childhood bereavement and trauma overlap far less.

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Excellent opportunity for school counselors, teachers, administrators, or any staff member!

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The Northwest Mental Health Technology Transfer Center and the Northwest PBIS Network are collaborating to bring you a FREE, 4-part webinar series presented by .

The Educator Wellness Webinar Series is part of The Well-Being Series - Connections During COVID-19: Mental Wellness Webinars for Families and Educators. Click to learn more about ourseries of webinars for kids, parents, and educators, focusing on mental wellness and suicide prevention.

RECORDING & PRESENTATION MATERIALS WILL BE POSTED ON THIS PAGE FOR ALL 4 WEBINARS AFTER EACH EVENT.

At WellEducator we wholeheartedly believe that nurturing others begins by nurturing oneself. This Educator Wellness Series is designed for you, the educator, to take a break from what can feel like an overwhelming hustle to prepare, deliver, and support your students and focus on your own wellbeing. We also believe EVERY educator is doing the best they can, and there is always room for growth and development.

We designed this 4 Session Series to support you in tapping into your resiliency skills, increasing your self-compassion, creating self-care routines, building a practice of gratitude and appreciation and celebrating - even those small successes - to support your wellbeing. We know you are showing up for your students, that's what you do! It's time to take a time out just for you!
*Quote from Lisa Hanson, Supervisor at Early Education Program (EEP) Eugene, Or.
Educator Wellness Webinar #1: Cultivating a Community of Compassion During Times of Stress

Compassion is how you respond in the face of someone's suffering, including your own. Educators can experience compassion fatigue as they care for students experiencing difficulties expressing their emotions in healthy and productive ways. Compassion fatigue can affect school communities and cause friction between staff and students, amongst colleagues and between staff and administration. Building compassion takes practice and can lead to many positive benefits including stronger communities. In this webinar, participants will learn the benefits of a practice of mindful compassion on wellbeing, how to practice mindful compassion to cultivate strong school communities, and how to practice self-compassion to enhance resiliency and combat compassion fatigue.

Educator Wellness Webinar #2: Supporting Educator Wellbeing: Wellness Tips to Help You S.O.A.R.

Being an educator can come with some unique stressors. The effects of stress can lead to negative outcomes for both educators and students. In addition to the action that must happen at the organizational and systemic levels to create and sustain change, educators can boost their resilience through simple - though not always easy - activities and strategies. In this webinar, educators will learn how to: enhance their awareness through mindfulness practices, identify possibilities for enhanced wellbeing and create space to support change and boost resilience.

Educator Wellness Webinar #3: Trying to Change that Negative Loop of Self-Criticism and Perfectionism? Mindfulness Practices Can help!

It's quite easy to form unhelpful habits like self-criticism, perfectionism or obsessively checking social media. A habit loop is a way to try and make ourselves happy by maximizing pleasure and avoiding pain. Once we're in the loop, there are lots of triggers and cues around to fuel these unhelpful habits. Anything that brings pleasure and/or lessens pain can drive a habit loop. Mindful awareness is a kind of curiosity that can interrupt the habit loop at different points and open the opportunity for new choices. This webinar will illustrate how mindfulness practices can work to help break unhelpful habits. It will also include suggestions for starting a mindfulness practice and lead participants through 3 guided meditation practices.

Educator Wellness Webinar #4: Cultivating a Practice of Gratitude and Appreciation in Your School Community

As the end of the school year approaches it's the perfect time for celebration and appreciation, which will also lay the foundation for resilience for the days ahead. There are many benefits to expressing appreciation and gratitude including strengthening social connections and increasing self-confidence. A practice of gratitude shifts our attention from the negative to the positive. The ability to make this shift is a useful skill to have in your back pocket throughout the school day and beyond! Come learn how to create a practice of gratitude and appreciation for yourself and others, how to receive and "take in" appreciation and learn a bit about what the research has to say about the benefits of a practice of gratitude and appreciation for both self and your school community.

Learn more and register here.

Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

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The Northwest Mental Health Technology Transfer Center and the Northwest PBIS Network are collaborating to bring you a FREE, 4-part webinar series presented by . The Educator Wellness Webinar Series is part of The Well-Being Series - Connections During COVID-19: Mental Wellness Webinars for Families and Educators.

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FREE access to this incredible website and app. What do you have to lose?

✓ Helping educators live healthier, happier lives

✓ Inspiring educators to build and deepen their personal mindfulness practices

✓ Providing guidance and support to educators to foster mindfulness in their classrooms

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Improving the health and happiness of the world, one educator at a time.

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

Health & Medical

About COVID-19

Symptoms of COVID-19

Symptoms of COVID-19 include: fever, cough and shortness of breath. Parents should remain vigilant and observe their children for COVID-19 symptoms . If your child experiences these symptoms, contact your local health department or health care provider. Your doctor will decide if your child needs to be tested or be seen in person. Parents are encouraged to contact their doctor prior to an office visit in order to reduce viral transmission to others. Please note that individuals who are mildly ill may not need to be tested and should isolate (keep away from other people) and be taken care of at home.

Positively diagnosed or students exposed to COVID-19 will receive information from VDH or their health care provider regarding management of this condition.

Exposure to COVID-19

Helping Your Child to be Resilient

Maintain a normal routine to the extent possible.

Discuss new practices with your child to include activities that improve emotional health such as taking walks, calling a friend, exploring online educational or cultural opportunities, or creating an art project.

Practice and model basic hygiene and healthy lifestyle practices.

Be honest and accurate while remaining calm, easing fears and reassuring for your child.

Limit exposure to news and media stories that may be upsetting.

Social Distancing

Public places where close contact with others may occur (such as shopping centers, movie theaters, stadiums);

Workplaces (unless the person works in an office space that allows distancing from others);

Schools and other classroom settings;

Local public transportation (such as on a bus, subway, taxi, rideshare, plane, ship).

The American Psychological Association (APA) offers information about social distancing , the differences between quarantine and isolation, and ways to get the social support you need. For social distancing to be effective, parents are encouraged to limit playdates and activities to those where distance can be maintained from each other to avoid potential exposure to COVID-19.

Planning for potential self-quarantines or social distancing will save time, frustration, and anxiety for parents. It will also help children feel comforted and prepared for changes to their normal routine. This preparedness checklist (PDF) will help parents take steps to lessen the impact of a severe coronavirus (COVID-19) pandemic on their family. Many of these steps are good advice to help families during any disaster, like an earthquake or flood.

Cleaning Recommendations for the Home

Family members can practice routine cleaning of frequently touched surfaces (for example: tables, doorknobs, light switches, handles, desks, toilets, faucets, sinks) with household cleaners and EPA-registered disinfectants that are appropriate for the surface, following label instructions. Labels contain instructions for safe and effective use of the cleaning product, including precautions you should take when applying the product, such as wearing gloves and making sure there is good ventilation during use of the product. The CDC provides additional guidance on home cleaning and disinfection of households.

Child Care for Essential Personnel

Parents and families who are in search of child care for essential personnel, which is currently permitted under the Governor's current order, can find more information on the Child Care Aware website .

Crisis Resources

What Parents Can Expect from Schools

Governor Ralph Northam ordered all K-12 schools in Virginia to close for the remainder of the academic year in response to the continued spread of COVID-19. Localities will maintain authority over specific staffing decisions to ensure students maintain continuity of services or learning, while protecting the public health of teachers and staff.

The VDOE has issued guidance to Virginia school divisions regarding COVID-19 via Superintendent's memos, emails, webinar, and links to resources. These communications are available on the VDOE's COVID-19 and Virginia Public Schools webpage. In an effort to support Virginia educators, VDOE created the Continuity for Learning (C4L) Task Force consisting of teachers, leaders, and collaborating educational partners across Virginia. The C4L Task Force has prepared Virginia Learns Anywhere which reinforces much-needed structure while also empowering individual teachers to support students in learning remotely. The C4L Task Force encourages divisions to develop and implement continuous learning plans in partnership with local county health departments, families, staff, and local boards of education.

School Nutrition

The VDOE has been awarded a waiver from the USDA to approve waivers to allow school divisions to provide meals in non-congregate settings due to COVID-19. Parents and families can find sites approved for meal service on the School Meal Finder website (this information is continually updated and additional details with their school division). Families can also text "food" or "comida" to 877-877 to learn more about food options near them.

Graduation Requirements, Credits, and Continuity of Learning

The VDOE has thoughtfully considered the impact on local school divisions and students as a result of extended school closures. Ultimately local school divisions will make decisions about exactly how learning is continued for students. VDOE has issued Guidance on Graduation Requirements, Awarding of Credits, and Continuity of Learning that addresses students graduating in the 2019-2020 school year, students enrolled in high school credit bearing courses graduating in 2020-2021 and after, and students in grades K-8 and students in preschool. This guidance focuses on alternative pathways to demonstrate learning and a focus on ensuring students are equitably prepared for success in subsequent courses.

Grading and Grade Point Averages

VDOE recognizes that grade calculations and GPA are a local policy issue. Some schools may choose variations of finalizing students' grades. VDOE recommends that school divisions establish a methodology to fairly calculate grades based on work previously completed and a methodology for including said grades in GPA calculations and on student transcripts. VDOE also recommends that if a school division decides to offer letter grades on an individual basis, no letter grade should be lower than the student's grade on March 13, 2020.

Learning at Home

Parents and families can support students' thinking and learning during extended school closures.

Collaborate with your child to organize the day to include time for learning, activities and exercise.

Read to and with your child and have conversations about what you have read together.

Take a walk and ask about what your child is seeing and about being a good citizen.

Encourage critical thinking through cooking together or planning a garden.

Encourage conversations about mathematics in your child's day.

Explore your child's creativity by creating art, music, or dance.

Write a letter to a family member or friend or community hero.

Be mindful of screen time and have alternatives for children to play outside.

Listen to your child about his or her feelings and fears and offer comfort, honesty, and reassurance.

The VDOE encourages you to review resources provided by your local school division, public libraries, public media, civic and community groups, and other resources, including those found on the Department's website - search for "families" or visit the VDOE For Families webpage. Resources such as Activities for Kids While Schools Are Closed (PDF) and Free Audibles for Kids can help keep children active and engaged while schools are closed.

Students with Disabilities

If a school closure causes educational services for all students to pause within a school or division, then the school/division is generally not required to provide services to the affected students eligible for special education services during that same period of time. If a school division does begin to offer instructional services by alternative means (e.g. e-learning, distance learning), the division will remain responsible for the free appropriate public education (FAPE) of its students eligible for special education services with an individualized education program (IEP). The division should ensure that the provision of services are inclusive of both special education and related services.

Once school resumes, the school must return to providing special education and related services to students with disabilities in accordance with the student's IEP, or for students entitled to FAPE under Section 504, consistent with any plan developed to meet the requirements of Section 504. Additionally, after an extended closure, divisions are responsible for reviewing how the closure impacted the delivery of special education and related services to students eligible for special education services. Additional specific guidance will be provided to division-level special education directors.

The VDOE Department of Special Education and Student Services offers a monthly Engage Your Family Newsletter with information and resources especially for families of students with disabilities. To subscribe to this newsletter, go to the VDOE Subscriber Preferences webpage, and when prompted at step three, click "Information for Parents and Families."

Bullying and Harassment

COVID-19 is not at all connected to race, ethnicity, or nationality. School staff should be mindful that bullying, intimidation, or harassment of students based on actual or perceived race, color, national origin, or disability (including the actual disability of being infected with COVID-19 or perception of being infected) may result in a violation of state and federal civil rights laws. School divisions must take immediate and appropriate action to investigate what occurred when responding to reports of bullying or harassment. If parents and families believe their child has experienced bullying, harassment, or intimidation related to the COVID-19 outbreak, they should contact the school principal or division superintendent. Parents can help their child prevent COVID-19 related stigma and racism .

Testing

Federal and State Testing

On March 23, 2020, Governor Northam ordered all K-12 schools in Virginia to close for the remainder of the academic year as a response to the continued spread of COVID-19. As such, the administration of the SOL tests, the local scoring and score entry requirements for the Virginia Alternate Assessment Program, and the administration of the ACCESS for ELs assessment for English Learners are suspended.

SAT Testing

The College Board is canceling the May 2 and June 6, 2020, SAT administration. Registered students will receive refunds.

Beginning in August, the College Board will provide weekend SAT administrations every month through the end of the calendar year. This includes a new administration in September and the previously scheduled tests on August 29, October 3, November 7, and December 5.

For more information, please visit the College Board website .

ACT Testing

ACT's will offer a flexible schedule for summer 2020 test dates. Students will be allowed to reschedule, without change fees, for June 13 to June 20 and for July 18 to July 25 test dates. Students may also make free test date changes from the June to the July national test date.

ACT will launch the test-at-home option in late fall/early winter 2020 as part of its national testing program. In addition to three previously planned fall/winter 2020 national test dates in September, October, and December, ACT will also offer a remote proctoring option for the ACT test, allowing students to take the test at their home on a computer. The fee waivers that ACT provides to students from low-income homes will apply to the at-home test option, and ACT is considering other ways to address access and equity issues. More details about the remote proctoring option will be available in the coming weeks.

AP Testing

The College Board is providing information that outlines an alternative plan for AP testing review and administration.

The College Board is providing free remote learning resources to students by AP teachers beginning on Wednesday, March 25, 2020.

Traditional face-to-face exam administrations will not take place. Students will take a 45-minute online free-response exam at home that will only include topics and skills that most AP teachers and students covered by early March. Colleges support this solution and are committed to ensuring that AP students receive the credit they have worked this year to earn. For decades, colleges have accepted a shortened AP Exam for college credit when groups of students have experienced emergencies.

Students will be able to take these streamlined exams on any device they have access to-computer, tablet, or smartphone. Taking a photo of handwritten work will also be an option. In late April, the College Board will provide students with information on how to access the testing system on test day and video demonstrations so that students can familiarize themselves with the system.

Exams will be given from May 11 through May 22. Make-up test dates will be available for each subject from June 1 through June 5. Each subject's exam will be taken on the same day at the same time, worldwide.

The College Board will continue to support students with free resources through exam day. While students are encouraged to wait until closer to the test date to decide, any student already registered for an exam can choose to cancel at no charge.

The College Board recognizes that the digital divide could prevent some low-income and rural students from participating. Working with partners, they will invest so that these students have the tools and connectivity they need to review AP content online and take the exam. If your students need mobile tools or connectivity, you can reach out to them directly to let them know .

The full AP exam schedule , specific free-response question types that will be on each AP Exam, and additional testing details are available on the College Board website.

For more information, please visit the AP Updates for Schools Impacted by Coronavirus webpage.

More Information

The best place to find accurate, up-to-date information is the VDH COVID-19 website . The VDOE provides additional information and resources on VDOE COVID-19 Resources.

The Virginia Department of Health has also established a call center to address questions from the public about COVID-19. The Virginia Department of Health has also activated a public information line, 877-ASK-VDH3, for questions from residents about COVID-19 can be emailed to respiratory@vdh.virginia.gov.

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COVID-19: A Parent Guide for School-Aged Children

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Health & Medical

The Virginia Department of Education (VDOE) continues to evaluate options to provide flexibility in meeting the requirements and mandates associated with testing and accountability, instructional days/hours, attendance and graduation. While current specific information can be found below, the VDOE will continue to update the field as additional flexibility is clarified and additional details are received from the U. S. Department of Education.

School Closures

Due to COVID19, Governor Northam has ordered all K-12 schools remain closed through the end of the school year. Refer to the March 23, 2020, News Release: Governor Northam Orders Statewide Closure of Certain Non-Essential Businesses, K-12 Schools for more information.

Centers for Disease Control (CDC) and Virginia Department of Health (VDH) Guidance

What additional guidance, considering the Governor's closure order is available for local school divisions on closing school buildings?

The CDC has provided interim guidance for both schools that do and do not have identified cases of COVID-19 in their communities. The CDC advises that any student or staff that has traveled to/from a country with a Level 3 travel advisory be asked to stay home for 14 calendar days. The same restrictions are advised for newly registered students arriving from a country identified as Level 3. A link to this advisory information can be found here . Please note that CDC guidance is only a recommendation for travelers, does not apply to family members, and is not mandatory. Local school divisions should continue to refer to CDC resources for the most up-to-date guidance on best practices for preventing the spread of COVID-19. The VDOE also advises local school divisions to work with its local health officials and school board counsel on appropriate health and safety practices as well as rights regarding quarantines for students and staff.

What guidance is there related to the cleaning of school buildings?

The Environmental Protection Agency (EPA) has issued information about cleaning products (PDF) that are registered for use against COVID-19. The CDC has a link for information related to cleaning products and processes .

What should schools do about students or faculty returning/traveling to/from countries where COVID-19 is widespread or where local transmission has been reported?

For travelers returning from mainland China, the Virginia Department of Health (VDH) will already have been alerted to the names and contact information of these individuals and they will work with these individuals to establish monitoring and provide the recommendation that they self-quarantine at home for 14 days. For individuals arriving from countries with a Level 3 travel advisory, the Centers for Disease Control (CDC) recommends these individuals self-monitor their health while self-quarantining at home for 14 days. VDH does not receive information about these individuals as they do from travelers coming from mainland China. If these individuals become known to the VDH, they will reach out to them to make sure they understand the recommendations ( VDH Interim Guidance for Returning Travelers-Level 3 (PDF)). For individuals arriving from countries with a Level 2 travel advisory, the CDC requests these individuals practice social distancing and self-monitor their health for 14 days ( VDH Guidance for Returning Travelers- Level 2 (PDF)). Schools should consider postponing or canceling student foreign exchange programs. For those students who are already abroad, consider facilitating travel home if the students express a desire to return to the United States. Similarly, consider facilitating travel for foreign exchange students expressing an interest in returning to their home countries. Even for countries without travel advisories, this recommendation is not due to transmission risk but practicality, including increased difficulty with international travel in general. Schools choosing to maintain programs should evaluate the risks and take proactive measures and monitor the CDC Coronavirus Disease 2019 Information for Travel for the latest information.

What should schools do if an individual is experiencing flu-like or COVID-19 symptoms?

For questions related to children who may experience flu-like or COVID-19 symptoms while at school refer to the CDC Interim Guidance for Administrators of US Childcare Programs and K-12 Schools to Plan, Prepare and Respond to COVID-19 . Parents should contact their local health department or health care provider for additional information and ongoing support. There is a 14-day social distancing or period of social isolation that is required before a student can return to school. Students who are in the VDH COVID-19 active monitoring program will receive a letter indicating they can return to school. Individuals who are not being monitored by the VDH monitoring program will need to follow local policies for any required documentation related to excusing absences or documenting a return to school.

What should schools do if a student or faculty becomes a case?

If there is a case of COVID-19 identified in a school, the VDH will be working closely with the school to make environmental cleaning recommendations, conduct contact tracing, and investigate any potential exposures to that individual. The VDH may also assist with communications to the student body, parents, faculty and staff.

Additional questions for the Virginia Department of Health related to COVID-19 can be emailed to respiratory@vdh.virginia.gov
School Budget and Finance

Assessment and Accountability

Instruction

Early Childhood
The Office of Early Childhood has posted two FAQ documents to provide details for early childhood programs:

What is the status of school closure in Virginia. Do school closures impact the Virginia Preschool Initiative? Early Childhood Special Education?

The Governor has ordered all K-12 schools, public and private, to close for the remainder of the school year. It is expected that all Virginia Preschool Initiative (VPI), Head Start, early childhood special education classrooms or other early childhood classrooms located in schools should follow this order. For classrooms funded all or in part by VPI that are located in non-school, private child care settings or that are run by private child care providers are not required to be closed. This decision should be made locally and in consultation with VPI Coordinators and private child care setting directors.

Special Education and Student Services

School Nutrition

Data Collection and Technology

Teacher Education and Licensure

What if individuals holding provisional licenses expiring June 30, 2020, cannot meet the requirements for a renewable license this year due to circumstances related to COVID-19?

Upon request, the Board of Education shall issue a One-Year License, effective July 1, 2020 to June 30, 2021, to individuals who have deficiencies for full licensure, including licensure assessments, but have not completed such licensure requirements due to the COVID-19 pandemic. This license is intended to be nonrenewable and shall not be extended unless the declared state of emergency due to COVID-19 continues well into 2021. An application fee shall not be required for the One-Year License; however, the individual must pay applicable fees for any subsequent license. School divisions have been provided a format to submit requests.

What if an individual with a renewable license that expires June 30, 2020, cannot complete renewal requirements due to COVID-19?

If license holders employed by a Virginia educational agency have completed the requirements for renewal, the educational agency should submit the renewal requests as soon as practicable to avoid any administrative delays. If license holders are unable to meet renewal requirements by June 30 because of COVID-19, the Superintendent of Public Instruction will make modifications to the licensure regulations to grant a one-year extension of the license (July 1, 2020 to June 30, 2021) to allow license holders to complete all renewal requirements. License holders employed by Virginia educational agencies should not submit renewal documents to the VDOE; requests are to be sent to the employing school division or accredited nonpublic school. Please note that Virginia employing educational agencies have been provided instructions related to the format and timeline for submitting requests for extensions.

In the past, the Department of Education has not extended licenses for individuals who are not employed in a Virginia educational agency. However, individuals holding a renewable license that expires June 30, 2020, who are not employed in a Virginia educational agency and could not complete renewal requirements due to COVID-19 also may request a one-year extension of their licenses. A form to request an extension is posted on the Licensure Webpage.

If a teacher is seeking an initial Virginia license and has not yet attained an industry certification credential, what should an employing school division or educational agency request?

Section 22.1-298.1 of the Code of Virginia states, in part, the following:
A. As used in this section:

..."Industry certification credential" means an active career and technical education credential that is earned by successfully completing a Board of Education-approved industry certification examination, being issued a professional license in the Commonwealth, or successfully completing an occupational competency examination....

...5. Every teacher seeking an initial license in the Commonwealth with an endorsement in the area of career and technical education shall have an industry certification credential in the area in which the teacher seeks endorsement. If a teacher seeking an initial license in the Commonwealth has not attained an industry certification credential in the area in which the teacher seeks endorsement, the Board may, upon request of the employing school division or educational agency, issue the teacher a provisional license to allow time for the teacher to attain such credential...

The Virginia employing educational agency may request the issuance of a provisional license for an individual seeking an initial license in a career and technical education area to allow the teacher time to earn an industry certification credential.

Many of our teachers tied standardized assessment results to their annual evaluation and Standard 7. What guidance can be provided for the handling of teacher evaluations in the absence of end-of-year assessments?

The Uniform Performance Standards and Evaluation Criteria for Teachers incorporate student academic progress as a significant component of the evaluation while encouraging local flexibility in implementation. The Code of Virginia requires that student academic progress be a significant component of the evaluation. How student academic progress is met is the responsibility of local school boards provided that Performance Standard 7: Student Academic Progress is not the least weighted of the performance standards or less than 1 (10 percent); however, it may be weighted equally as one of the multiple lowest weighted standards.

Performance ratings are not made at the performance indicator level, but at the performance standard level. The Performance Standard 7 is as follows:

Performance Standard 7: Student Academic Progress
The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

It is important to document a teacher's performance on each standard with evidence generated from multiple performance indicators. Multiple data sources provide for a comprehensive and authentic "performance portrait" of the teacher's work.

There are teachers for whom validated achievement measures are not available. In these situations, student goal setting provides an approach that quantifies student academic progress in meaningful ways and is an appropriate option for measuring student academic progress documents online.

Are any Praxis tests currently offered?

Licensure flexibility provisions have been approved to grant additional time for individuals whose Provisional Licenses expire June 30, 2020, and candidates completing Virginia educator preparation programs in the spring and summer of 2020 to meet licensure requirements, including assessments.

The Educational Testing Service (ETS) has announced it will offer certain Praxis tests through its Praxis® Tests at Home Solution.

"ETS is temporarily offering select Praxis® tests at home while many test centers are closed or have limited seating. To help as many test takers as possible, we are only offering the most frequently administered tests for at home delivery. The tests are identical in content, format and on-screen experience to the Praxis tests taken at a test center. They are taken on your own computer at home or another secure location and monitored by a human proctor online through ProctorU®" (source: www.ets.org )

ETS also has advised that its Prometric Testing Centers across the country are beginning to open when and where it is safe to do so in accordance with all local, state, and federal regulations.
To obtain additional information regarding the Praxis® Tests at Home Solution, please refer to the following website: www.ets.org .

Public Meetings

Can a local school board meet electronically without a quorum physically assembled?

Section 2.2-3708.2 of the Code of Virginia provides that a school board may meet by electronic communication means without a quorum assembled in one location when the Governor has declared a state of emergency, in accordance with § 44-146.17, provided that (1) the catastrophic nature of the declared emergency makes it impracticable or unsafe to assembly a quorum in a single location, AND (2) the purpose of the meeting is to address the emergency. If a meeting is held pursuant to this section, the school board must give public notice using the best available method given the nature of the emergency contemporaneously with the notice provided members of the school board AND make arrangements for public access to the meeting. The nature of the emergency, the fact that the meeting was held by electronic communication means and the type of electronic communication means by which the meeting was held are stated in the minutes of the meeting. Continue to work with your local school board attorney to ensure any school board meeting held during the declared state of emergency meets all of the requirements of Freedom of Information Act.

Attorney General Herring has issued an advisory opinion on March 20, 2020 outlining the authority of public bodies, including local governments, to conduct meetings and critical public business while meeting social distancing needs and important transparency and accountability obligations. The opinion says that Virginia law allows public bodies to conduct meetings electronically if "the purpose of the meeting is to address the emergency," which includes meeting "to make decisions that must be made immediately and where failure to do so could result in irrevocable public harm."

The opinion also outlines important limitations, saying that "the General Assembly did not intend to permit public bodies to handle all business through electronic communication means, even during a declared emergency," and that "public bodies should carefully consider whether taking a given action during a meeting held by electronic communication means is truly essential and should defer any and all decisions that can be deferred until it is once again possible to meet in person." Finally, the opinion reinforces that important public accountability and transparency measures must be followed even during an electronic meeting or an emergency, including the need for public access, proper public notice, publicly available agendas, roll-call votes, and recorded minutes. For more information review the opinion in its entirety at the following link .

State Education Agency

Will VDOE be open, especially Licensure?

Yes, at this time the VDOE and other state agencies (with the exception of the Department of Motor Vehicles (DMV)) will remain open.

Policy

What should be the considerations of FERPA when students are learning virtually?

While virtual and online educational settings, like tele-conferencing platforms, are permitted for use under the Family Educational Rights and Privacy Act (FERPA, found at 20 U.S.C. 1232g; 34 C.F.R. Part 99), the existing federal and state laws for the protection of a student's personally identifiable information (PII) and education records still apply. "Education records" are those records that are: (1) directly related to a student; and (2) maintained by an educational agency or institution or by a party acting for the agency or institution. Under FERPA, an educational agency or institution may not disclose PII from students' education records, without consent, unless the disclosure meets an exception under FERPA.

The U.S. Department of Education (USED) has put out several pieces of guidance on this topic. A broad overview of FERPA and related issues can be found here . Additionally, USED has shared this powerpoint (March 30, 2020) as a resource for schools and educators navigating FERPA in a virtual or online setting.

Best practice for the use of teleconferencing platforms is not to display or make public a student's PII, including full names. Instructors should use meeting control settings to minimize disruptions. It is also important that teachers use meeting control settings that only allow their students to join the virtual class and to not publicly broadcast the meeting login information. Teachers should also enable control settings where they are allowed to control who is able to present during the meeting/class. There have been cases throughout the country where virtual meetings/classes have been publicly broadcasted where hackers and non-student have taken over and presented inappropriate material. It is recommended that all teachers using teleconferencing software with their students receive training to address best teaching practices, FERPA considerations, and privacy control settings.

In any instance that a student's image is used or posted online, whether for instruction or any public-facing platform, divisions will need to ensure that the appropriate photo and media releases are in place. In addition, local school divisions should discuss with their school board attorney for specific guidance with how teleconferencing software should be utilized in their division.

Student Athletes

What guidance has the NCAA Eligibility Center provided regarding the impact of school closures on student athletes?

The NCAA Eligibility Center released a comprehensive listing of answers to frequently asked questions (PDF) on April 17, 2020.

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Virginia Learns Anywhere (PDF) which reinforces much-needed structure while also empowering individual teachers to support students in learning remotely.

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C4L Task Force Report & Recommendations

In an effort to support Virginia educators, VDOE created the Continuity for Learning (C4L) Task Force consisting of teachers, leaders, and collaborating educational partners across Virginia. The C4L Task Force has prepared Virginia Learns Anywhere which reinforces much-needed structure while also empowering individual teachers to support students in learning remotely. The C4L Task Force encourages divisions to develop and implement continuous learning plans in partnership with local county health departments, families, staff, and local boards of education.

Special Education Instructional Resources

Elementary Instructional Models & Resources

Secondary Instructional Models & Resources

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In an effort to support Virginia educators, VDOE created the Continuity for Learning (C4L) Task Force consisting of teachers, leaders, and collaborating educational partners across Virginia. The C4L Task Force has prepared Virginia Learns Anywhere which reinforces much-needed structure while also empowering individual teachers to support students in learning remotely.

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GUIDANCE ON GRADUATION REQUIREMENTS, AWARDING OF CREDITS, AND CONTINUITY OF LEARNING

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GUIDANCE ON GRADUATION REQUIREMENTS, AWARDING OF CREDITS, AND CONTINUITY OF LEARNING

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Health & Medical

Previously Attachment A to Superintendent's Memo #082-20 and Attachment A to Superintendent's Memo #077-20
Revised July 6, 2020 (refer to Change Log for details)

To ensure the safety of citizens of Virginia during the COVID-19 outbreak, the Governor of Virginia closed all schools for the remainder of the 2019-2020 academic year. While the health and well-being of students and staff remain the top priority, the Virginia Department of Education (VDOE) also recognizes the incredible strain that extended closures have placed on local school divisions in meeting their obligations to students and the state.

VDOE has been fielding questions and concerns regarding the impact of extended closures. Some of the common and most critical issues for school divisions are the instructional and logistical barriers to meeting graduation requirements, awarding of credits, and continuity of learning.

The goal of this document is to provide school divisions with information and solutions around graduation requirements, promotion, new instruction, and ease of process. The intent is not to over burden or restrict our school divisions but to provide hope, engagement, and a measure of normalcy during this period of unprecedented uncertainty. School divisions are not being asked to replicate the existing school day or year, but provide opportunities for students to make academic progress and continue to learn and grow.

This document does not address seat time, SOL testing and other assessments, and accreditation and will issue separate communications on those items once state and federal waiver processes have been completed.

School divisions are encouraged to track and collect data on the expenses related to COVID-19 that are projected to be incurred above and beyond anticipated expenditures. This data could be used to support funding to be detailed at a later date.

Students Scheduled to Graduate with the 2019-2020 Cohort

The 2019-2020 graduating cohort includes students scheduled to graduate in the spring or summer of 2020. The Superintendent will provide as much flexibility as is prudent and allowable by the Code of Virginia for those students currently enrolled and graduating with the 2019-2020 cohort. Flexibility provisions will need to consider students facing the following barriers to graduation.

The following graduation requirements are waived based on authority granted to the Superintendent of Public Instruction per Executive Order Fifty-One (2020):

Students currently enrolled in a course for which they need a verified credit in order to graduate;

Students who have previously been awarded standard credit, but have not earned the associated verified credit;

Students who have not completed the student-selected test;

Students who are currently enrolled in or have previously completed a course leading to a CTE credential necessary for a Standard Diploma but have not yet earned the credential;

Students who have not completed a United States and Virginia history course*;

Students who have not completed a fine or performing arts or career and technical education course*;

Students in the second of sequential courses*;

Students who have not completed an economics and personal finance course*.

*Some credit-based graduation requirements are still provided for in the Code of Virginia. While these cannot be waived outright, these can be addressed by providing new instruction orpursuing alternate pathways to the 140-clock-hour requirement based on revised Board of Education's Emergency Guidelines for Local Alternatives for Awarding Standard Units of Credit (Word) (approved on April 2, 2020). Schools should make efforts to have students complete the requirements during the closure before utilizing the Emergency Guidelines.

The following graduation requirements are waived based on authority granted to the Superintendent of Public Instruction per Chapter 1283 of the 2020 Acts of Assembly:

Students who have not completed training in emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillators, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation; and

Students who have not completed a virtual course.

Students currently enrolled in a course for which standard credit is required may be awarded that credit if they were successfully completing the course as of March 13, 2020; however, nothing in this guidance prevents a school division from requiring new instruction prior to issuance of the standard credit, especially if a majority of the standards in any given course had not been completed. For students who were not passing a class at the time of the school closure, the VDOE recommends that these students be provided with opportunities to demonstrate competency so that a standard credit may be awarded for graduation. School divisions should review the Board of Education's Emergency Guidelines for Local Alternatives for Awarding Standard Units of Credit (Word), approved on April 2, 2020, for more guidance on this topic.

Some students may not have been enrolled in all of the standard credits required for graduation. In these cases, school divisions may offer distance or remote course opportunities to help them graduate on time, so long as the student completes these extra courses.

Students enrolled in CTE courses that may have state licensing requirements established by regulatory boards have been provided with flexibility that will be included in the COVID-19 FAQ listed on the VDOE website and updated as additional information becomes available. This would include certain courses in trade and industrial education and health and medical sciences.

Students Enrolled in High School Credit-Bearing Courses Graduating in 2021 or After

School divisions must award standard credit for high school credit-bearing courses by ensuring that students have completed a majority of required standards, competencies, and objectives, including those that are essential for success in subsequent coursework. This process must be based on revised guidelines provided by the Board of Education on the alternatives to the 140-clock-hour requirement (refer to Emergency Guidelines for Local Alternatives for Awarding Standard Units of Credit (Word), approved on April 2, 2020).

School divisions should focus efforts on:

identifying the specific required content that had not been taught as of Friday, March 13, 2020; and

developing learning modules to address the missing content necessary for awarding standard credit with a particular focus on content that is essential for success in subsequent coursework.

Learning modules could be delivered to students through various instructional models, including face-to-face, blended, or self-paced under teacher supervision.

Learning modules should provide equitable access to all learners, including students with disabilities, English learners, students lacking access to high-speed Internet or devices to access, and students who are economically disadvantaged, among others.

Instructional delivery necessary to award standard credits may include a variety of options such as:

providing instruction during the extended closure;

The provision of instruction should be done with careful consideration of providing equitable access and support for a variety of students.

Accessible technology may afford students, including students with disabilities, an opportunity to have access to high-quality instruction.

After the extended closure, divisions are responsible for reviewing how the closure impacted the delivery of services to students with disabilities and English learners. OR

for certain students who were not able to receive instruction during the closure, school divisions may choose offering instruction to those students during the summer of 2020; OR

providing instruction by adjusting the 2019-2020 or 2020-2021 calendars; OR

incorporating learning modules into the courses students take during the 2020-2021 school year schedule.

Suggestions for providing new or additional instruction is not meant to require that schools use the above methods to meet the 180-day/990-hour minimum teaching time requirement. Schools will still be eligible for a length of school term waiver for teaching time lost due to the mandatory school closures.

STANDARD CREDIT:

Awarded upon successful completion of course requirements.

The school division's plan to address missing content should not prevent student promotion to the next grade level or next sequential course. While the student is completing missing content, the VDOE recommends that schools denote, through any means allowable in the student information system, the credits on the transcript with an asterisk or note explaining that the asterisk or note will be removed upon completion of the missing content. For purposes of documenting graduation credits, the student should receive the standard credit with the same asterisk or note until the missing content is completed. For students who were not passing a class at the time of the school closure, the VDOE recommends that these students be provided with opportunities to demonstrate competency so that a standard credit may be awarded. School divisions should review the Board of Education's Emergency Guidelines for Local Alternatives for Awarding Standard Units of Credit (pending approval on April 2, 2020) for more guidance on this topic.

VERIFIED CREDIT:

Verified credits can be awarded in accordance with 8VAC20-131-110 in the Board of Education's Regulations Establishing Standards for the Accreditation of Public Schools (also known as the SOA or Standards of Accreditation). The following students are eligible to use the locally-awarded verified credit administration process outlined in the Board of Education's Emergency Guidelines on Locally-Awarded Verified Credits:

Students graduating in 2020-2021 or beyond who were enrolled in a high-school credit bearing course that was eligible for a verified credit in the spring or summer of 2020.

Students graduating in 2020-2021 or beyond who earned a standard credit prior to the spring 2020 semester seeking ONE verified credit and who meet the following conditions:

previously failed the corresponding SOL end-of-course test needed for verified credit with any scaled score;

were scheduled to take the SOL end-of-course test in the spring 2020 test administration; and

in spring or summer 2020 were provided with targeted and sustained remediation or enrolled in a course intended to prepare them for taking the previously failed SOL end-of-course test.

For these students only, the requirement to attempt the associated SOL end-of-course test twice and score within the 375-399 scaled score range in order to earn the locally awarded verified credits will be waived. This flexibility applies to students seeking either a Standard or Advanced Diploma. The local process for awarding a locally-awarded verified credit includes convening a panel of educators to review evidence of content competency. The locally-awarded verified credits awarded to students affected by the 2019-2020 extended school closures will not count toward the cap on locally-awarded verified credits (waived from the SOA per Executive Order Fifty-One (2020)). Students eligible for a special permission credit accommodation should continue to use the IEP/504 process. For students who elect to earn a verified credit by taking the associated SOL end-of-course assessment, the spring 2020 testing window will be extended. School divisions should review the Board of Education's Emergency Guidelines for Locally-Awarded Verified Credits (Word) (revised and approved on June 18, 2020) for more guidance on this topic.

Students in Grades Pre-K - 8

School divisions must ensure that students are equitably prepared for success in subsequent courses.

School divisions should focus efforts on

identifying the specific content in core content areas that had not been taught as of Friday, March 13, 2020;

developing an equitable plan to incorporate the missing content in core content areas into the curriculum for all students. This will require additional instructional time and/or an adjustment to grade-level curricula and pacing.

School divisions should also provide instruction addressing missing content in non-core content areas as much as possible.

Instructional delivery necessary to award standard credits may include a variety of options such as:

providing instruction during the extended closure;

The provision of instruction should be done with careful consideration of providing equitable access and support for a variety of students.

Accessible technology may afford students, including students with disabilities, an opportunity to have access to high-quality instruction.

After the extended closure, divisions are responsible for reviewing how the closure impacted the delivery of services to students with disabilities and English learners. OR

for certain students who were not able to receive instruction during the closure, school divisions may choose offering instruction during the summer of 2020; OR

providing instruction by adjusting the 2019-2020 or 2020-2021 calendars; OR

incorporating learning modules into the existing 2020-2021 school year schedule.

The school division's plan to address missing content should not prevent student promotion to the next grade level or next sequential course. School divisions have the authority to promote or retain students based on a complete review of all student performance prior to the school closure, according to local policy. School divisions should also consider assigned work completed during the school closure and prior to the start of the 2020-2021 school year as evidence in the decision-making process. For students who were not passing a class at the time of the school closure, the VDOE recommends that these students be provided with opportunities to demonstrate competency before considering retention or course failure.

Continuity of Learning

As a support to parents and guardians, school divisions are encouraged to focus on providing guidance on organizing a student's daily schedule and on instructional activities that will assist in continuing thinking, learning, and inquiry for all students.

From the COVID-19 in Virginia Schools: Parent Guide

Parents and families can support student's thinking and learning during extended school closures.

Collaborate with your child to organize the day to include time for learning and exercise.

Read to and with your child and have conversations about what you've read together.

Take a walk and ask about your child's observations and about being a good citizen.

Encourage critical thinking.

Encourage conversations about the mathematics in your child's day.

Explore your child's creativity by creating art, music, or dance.

Write a letter to a relative or friend or community hero.

Be mindful of screen time and have alternatives for children to play outside.

Listen to your child about his or her feelings and fears and offer comfort, honesty, and reassurance.

In addition, school divisions are encouraged to:

identify the specific content that had not been taught and assessed as of Friday, March 13, 2020;

develop an equitable plan to incorporate the missing content into the curriculum for all students, per guidance included in this document for specific groups of students.

Instructional delivery options as described in this document will need to be explored.

Options for supporting and delivering instruction may include but are not limited to: online instruction, virtual courses, instruction during summer school, TV-based instruction, packet delivery, or providing Internet hotspots to students or to the community through Internet providers.

As local school divisions begin to explore options for virtual or online instruction and other instructional delivery methods, these decisions should be done with careful consideration of providing equitable access and support for a variety of student learning needs. Additional specific information and resources can be found in the Virginia Department of Education (VDOE) and the U. S. Department of Education as detailed in the Superintendent's Memo titled "Addressing the Risk of COVID-19 in Preschool, Elementary, and Secondary Schools While Serving Children with Disabilities." Additional decisions should be held in consultation with division level counsel and/or school board attorneys.

Grading and Grade Point Averages

The authority to award grades and determine grade point averages rests with local school divisions. School divisions should consider the guidance related to distance and online learning and the considerations regarding equity and a thoughtful approach to instruction, and the impact of alternative measures of achievement and mastery, including the possibility of offering "pass" or "fail" as a final grade. Whereas the VDOE recognizes that decisions on grades are a local decision, the VDOE does not recommend grading work completed during the closures since schools are closed. Additionally, VDOE recognizes that grade calculations and GPA are a local policy issue. VDOE does recommend that school divisions establish a methodology to fairly calculate grades based on work previously completed and a methodology for including said grades in GPA calculations and on student transcripts. VDOE encourages school divisions to work closely with VDOE should they feel they need additional flexibility within the transcript regulations.

Change Log

7/16/20

The following graduation requirements can be are waived based on authority granted to the Superintendent of Public Instruction per Executive Order Fifty-One (2020)

7/16/20

The following graduation requirements will require action by the General Assembly in order to be waived are waived based on authority granted to the Superintendent of Public Instruction per Chapter 1283 of the 2020 Acts of Assembly

7/16/20

Corrected link to the Emergency Guidelines for Local Alternatives for Awarding Standard Units of Credit.

7/16/20

This process must be based on revised guidelines provided by the Board of Education (forthcoming) on the alternatives to the 140-clock-hour requirement (see link above).

7/16/20
A student currently enrolled in a high school credit-bearing course eligible for a verified credit during the 2019-2020 school year and who has received the standard unit of credit may be awarded a locally-awarded verified credit.

7/16/20

Students graduating in 2020-2021 or beyond who were enrolled in a high-school credit bearing course that was eligible for a verified credit in the spring or summer of 2020.

Students graduating in 2020-2021 or beyond who earned a standard credit prior to the spring 2020 semester seeking ONE verified credit and who meet the following conditions:

previously failed the corresponding SOL end-of-course test needed for verified credit with any scaled score;

were scheduled to take the SOL end-of-course test in the spring 2020 test administration; and

in spring or summer 2020 were provided with targeted and sustained remediation or enrolled in a course intended to prepare them for taking the previously failed SOL end-of-course test.

7/16/20

For these classes students only, ...

7/16/20

(pending approval on April 2, 2020) (revised and approved on June 18, 2020)

4/16/20

Added links to the Emergency Guidance cited and changed language indicating that the guidance was approved on April 2, 2020.

3/30/20
Note: This document was previously Attachment A to Superintendent's Memo #082-20 and Attachment A to Superintendent's Memo #077-20. It has been converted to a web page.

3/27/20

The Superintendent will provide as much flexibility as is prudent and allowable by the Code of Virginia for those students currently enrolled and graduating with the 2019-2020 cohort.

3/27/20

The following graduation requirements can be waived based on authority granted to the Superintendent of Public Instruction per Executive Order Fifty-One (2020):

Students currently enrolled in a course for which they need a standard or verified credit in order to graduate;

3/27/20

Students who have previously been awarded standard credit successfully completed a course required for graduation, but have not earned the associated verified credit;

3/27/20

*Some credit-based graduation requirements are still provided for in the Code of Virginia. While these cannot be waived outright, these can be addressed by providing new instruction and or pursuing alternate pathways to the 140-clock-hour requirement based on revised Board of Education's Emergency Guidelines for Local Alternatives for Awarding Standard Units of Credit guidelines ( forthcoming pending approval on April 2, 2020).

3/27/20

Students currently enrolled in a course for which standard credit is required should be awarded that credit if they were successfully completing the course as of March 13, 2020. For students
who were not passing a class at the time of the school closure, the VDOE recommends that these students be provided with opportunities to demonstrate competency so that a standard credit may be awarded for graduation. Nothing in this guidance prevents a school division from requiring new instruction for these students, especially if a majority of the standards in any given course had not been completed. Some students may not have been enrolled in all of the standard credits required for graduation. In these cases, school divisions may offer distance or remote course opportunities to help them graduate on time, so long as the student completes these extra courses. Students may not have completed some of the graduation requirements listed with asterisks by March 13, 2020, schools should make efforts to complete those requirements with students during the closure before utilizing the waiver for the student.

3/27/20

Students enrolled in cosmetology or master barber courses will be eligible to take the licensure examination if their instructor submits a Training Verification form certifying the student completed the VDOE-required training, regardless of the hour amount. Students enrolled in CTE courses that may have state licensing requirements established by regulatory boards have been provided with flexibility that will be included in the COVID-19 FAQ listed on the VDOE website and updated as additional information becomes available. This would include certain courses in trade and industrial education and health and medical sciences.

3/27/20
The school division's plan to address missing content should not prevent student promotion to the next grade level or next sequential course. While the student is completing missing content, the VDOE recommends that schools denote, through any means allowable in the student information system, the credits on the transcript with an asterisk or note explaining that the asterisk or note will be removed upon completion of the missing content. For purposes of documenting graduation credits, the student should receive the standard credit with the same asterisk or note until the missing content is completed. For students who were not passing a class at the time of the school closure, the VDOE recommends that these students be provided with opportunities to demonstrate competency so that a standard credit may be awarded.

3/27/20

As a result, the locally-awarded verified credits awarded to students affected by the 2019-2020 extended school closures will not count toward the cap on locally-awarded verified credits(waived from the SOA per Executive Order Fifty-One (2020))

3/27/20
The school division's plan to address missing content should not prevent student promotion to the next grade level or next sequential course. School divisions have the authority to promote or retain students based on a complete review of all student performance prior to the school closure, according to local policy. School divisions should also consider assigned work completed during the school closure and prior to the start of the 2020-2021 school year as evidence in the decision-making process. For students who were not passing a class at the time of the school closure, the VDOE recommends that these students be provided with opportunities to demonstrate competency before considering retention or course failure.

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Guidance on Graduation Requirements, Awarding of Credits, and Continuity of Learning

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Governor Ralph S. Northam has designated February 3-7 as National School Counseling Week. As vital members of the education team, professional school counselors are agents of equity for students across the Commonwealth. Comprehensive, data-driven school counseling programs improve a range of student learning and behavioral outcomes.

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EdEquityVA Newsletter

In collaboration with the Board of Education, local school divisions, and Virginia's varied education stakeholders, we aim to provide resources and support to advance VDOE's equity mission via the #EdEquityVA newsletter. This monthly publication will serve as a repository of resources, which will highlight best practices and keep you informed about initiatives, highlight best practice in the field, and serve as a cache for professional learning opportunities.Join our EdEquityVA Mailing List today!

Information for Virginia Schools on Coronavirus (COVID-19)

The Virginia Department of Education has pulled together multiple resources to provide information for schools on COVID-19. Below are two resources that directly impact our work as school counselors:

A Guide for Parents: Talking to Children about COVID-19

Guidelines for Student Attendance: In cases where a student's attendance at school is impacted by quarantine or related restrictions, parents are highly encouraged to notify their child's school immediately. Absences due to illness, quarantine, or related restrictions should be considered excused absences. Schools should make every effort to minimize the impact of lost instructional time by providing at-home assignments or access to available instructional supports. The United States Department of Education (ED) provides additional guidelines to help schools plan for extended absences or school dismissal. While it is not expected that chronic absenteeism rates will be affected by COVID-19, schools concerned by a possible impact may explore the opportunity for their local school board to appeal a performance level indicator for state accreditation, as outlined in 8VAC20-131-380.F.6.

Student Toolkits for College Applications

Our state counterpart in higher education, the State Council of Higher Education for Virginia (SCHEV), developed online materials for our students to navigate the process of preparing, applying, paying and going to college.

This effort is part of SCHEV's 1-2-3 Go!Virginia's Three Steps to College initiative. The materials are located through the link 123Go! Student Toolkits.

Empatico, A Free Social Emotional Learning (SEL) Focused Virtual Exchange Platform

Empatico is a virtual exchange platform that connects educators and students across cities and countries. More than 32,000 educators from 148 countries are currently registered users of Empatico. Using this free, user-friendly platform, students ages 6-11 increase their curiosity, kindness, and empathy by sharing experiences with peers from different backgrounds and cultures. In addition, educators can dive deeper into this learning with others committed to SEL in the Spark Empathy with Empatico community. The research on the impact of SEL demonstrates that SEL programming has a positive impact on academic performance, school attendance, disciplinary outcomes, and mental wellness.

Announcing the Mary Peake Award for Excellence in Education Equity! Virginia Department of Education's statewide award that will recognize individuals and organizations making significant contributions to advancing educational equity. Nominations for The Mary Peake Award for Excellence in Education Equity are now being accepted. Please consider nominating an educator, policy maker, education advocacy group, or stakeholder organization whose service and leadership is impacting equity outcomes in the state. (See memo with more information).

Family and Community Engagement (FACE) Institute - Registration Now Open: The VDOE is pleased to announce that registration is now open for the FACE Institute. The intended audience for the institute is school teams of up to four members who have not previously attended the institute. School teams will have the opportunity to engage collaboratively in team discussion and planning throughout the institute.

New ELs Video Series Channel
Ellevation offers " Whiteboard Wednesday", a video series channel, to share tips and strategies to help you maximize impact on your students. Topics range from family engagement, supporting ELs in specific content classes, cultural responsiveness and many more topics about supporting ELs!

Training Opportunity - Military Family Symposium: Empowerment Through the Use of Virginia Special Education Resources, The Virginia Department of Education (VDOE), Department of Special Education and Student Services (SESS), in collaboration with the Department of the Navy, Navy Region Mid-Atlantic is offering a one-day Military Family Symposium training opportunity for military families of students with disabilities and those who provide them with educational supports. More information!

Diploma Seals, Beginning this year, school divisions will no longer place orders for diploma seals. The Virginia Department of Education (VDOE) will issue an appropriate amount of each diploma seal to each division. The number of seals issued will be determined by the number of diploma seals awarded in each division over the past three years, plus growth. All diploma seals will ship to school divisions by May 1, 2020. More information!

Virginia Department of Criminal Justice Services has new workshops on childhood trauma & adolescent brain development and prevention efforts on vaping (includes THC vaping). If interested in hosting one of these FREE workshops in your division please contact Betsy Bell at betsy.bell@dcjs.virginia.gov. Or if you are interested in attending a workshop, but not hosting, she can help find one in your area! Virginia Department of Criminal Justice Services

Teaching kids online safety: The National Center for Missing & Exploited Children's Into the Cloud, a new web series for children ages 10 and under, focuses on a different element of online safety in each three- to six-minute episode. Details here.

Reach Higher Instagram series: Watch "A Year of Firsts" to follow the stories of four first-year college students as they navigate their first year of college.

Student Essay Contest The U.S. Court of Appeals for the Fourth Circuit is seeking submissions for its 2020 essay contest. Students are invited to consider and share their thoughts on the question: "What barriers remain today in exercising the right to vote? What changes, if any, would you make to protect or expand voting rights?" The contest is open to all students currently in grades 9 through 12 from Maryland, North Carolina, South Carolina, Virginia, and West Virginia. Student Essay Contest Opportunity

VSCA Student Essay Contest An Essay about your School Counselor could potentially win you a $1,000 Scholarship from the Virginia School Counselor Association (VSCA)! Please forward and encourage your seniors to write about a School Counselor, past or current, who has made a difference in their lives.

Go to the VSCA website: http://www.vsca.org/ and click on the 2020 Scholarship Information or visit VSCA 2020 Essay Scholarship

Questions can be sent to vscascholarship@gmail.com

Essay Deadline is April 5, 2020

Advocacy Tool: Check out this interactive article by NPR: A Silent Epidemic: The Mental Health Crisis in Our Schools

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School Counselors- News You Can Use (March 2020)

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In collaboration with the Board of Education, local school divisions, and Virginia's varied education stakeholders, we aim to provide resources and support to advance VDOE's equity mission via the #EdEquityVA newsletter.

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The Virginia Department of Education has pulled together multiple resources to provide information for schools on COVID-19.
Planning for Virtual/Distance School Counseling During an Emergency Shutdown
ASCA Webinar: School Counseling in a Virtual Setting- Learn some tips and strategies from a school counselor at a virtual high school. If you scroll forward to 18:48 you'll hear specifics about how she uses technology to deliver services.
ASCA Position Statement: The School Counselor and Virtual School Counseling"School Counseling Principles: Ethics and Law" - Chapter 3, Cyberspace Magazine Article: It's a Virtual World Coping with Stress During Infectious Disease Outbreaks
Online Resources for Students

Teaching kids online safety: The National Center for Missing & Exploited Children's Into the Cloud, a new web series for children ages 10 and under, focuses on a different element of online safety in each three- to six-minute episode. Details here.

Reach Higher Instagram series: Watch "A Year of Firsts" to follow the stories of four first-year college students as they navigate their first year of college.

Free career exploration activities for students: VA Wizard is an excellent resource for engaging students in career exploration virtually! VA Wizard Information

Student Essay Contests

Student Essay Contest The U.S. Court of Appeals for the Fourth Circuit is seeking submissions for its 2020 essay contest. Students are invited to consider and share their thoughts on the question: "What barriers remain today in exercising the right to vote? What changes, if any, would you make to protect or expand voting rights?" The contest is open to all students currently in grades 9 through 12 from Maryland, North Carolina, South Carolina, Virginia, and West Virginia. Student Essay Contest Opportunity

VSCA Student Essay Contest An Essay about your School Counselor could potentially win you a $1,000 Scholarship from the Virginia School Counselor Association (VSCA)! Please forward and encourage your seniors to write about a School Counselor, past or current, who has made a difference in their lives.

Go to the VSCA website: http://www.vsca.org/ and click on the 2020 Scholarship Information or visit VSCA 2020 Essay Scholarship

Questions can be sent to vscascholarship@gmail.com

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School Counseling Newsletter: Special Edition

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The Virginia Department of Education has pulled together multiple resources to provide information for schools on COVID-19. Planning for Virtual/Distance School Counseling During an Emergency Shutdown ASCA Webinar: School Counseling in a Virtual Setting- Learn some tips and strategies from a school counselor at a virtual high school.

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Updated Coronavirus Information & Resources: VDOE has been working closely with the Governor's Office, the Virginia Department of Health, and other state agencies to ensure our public schools and communities have the most up-to-date information and resources. The health and safety of our children and staff are our top priorities. Visit COVID-19 & Virginia Public Schools and Frequently Asked Questions for the latest information.

Early College Scholars Certificates

Early College Scholars Certificates Memo Information about the automated process for printing these certificates.

SAT Testing & AP Testing

The College Board has provided updates around their supports and resources directly surrounding COVID-19. Please click here for more information.

ACT Testing

ACT has rescheduled the April 4, 2020, national ACT test date to June 13, 2020. All students registered for the April 4 test date will receive an email from ACT informing them of the postponement and instructions for next steps. For additional information please visit the ACT website.

Flipgrid is free for all educators, learners, and families. Engage and empower every voice! Flipgrid Information

Free career exploration activities for students. VA Wizard is an excellent resource for engaging students in career exploration virtually!

Check out this VA Wizard Information Flyer to learn more about VA Wizard.

Loom is an effective way to get your message across and now it is free for educators. More information can be found at Loom's website.

VSCA Call for Presenters

Submit a program proposal to present at the VSCA annual conference in October! Deadline is 5/15/20.

Visit the VSCA Conference website for more information.

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Updated Coronavirus Information & Resources: VDOE has been working closely with the Governor's Office, the Virginia Department of Health, and other state agencies to ensure our public schools and communities have the most up-to-date information and resources. The health and safety of our children and staff are our top priorities.

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Fifteen mindfulness program sessions are now available for anyone to use, no experience necessary! Designed for educators and families to do alongside children, or for older children to do on their own, Mind Yeti provides a great way for everyone to practice mindfulness during this difficult time.

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Mind Yeti® sessions are no longer available on MindYeti.com.

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Second Step compiled a list of resources you can use to help young people learn the social-emotional skills they need to get through these challenging events.

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Curated for Educators and Families

Support Social-Emotional Well-Being

When children practice social-emotional skills throughout their day, they learn to understand emotions and cope with everyday challenges. Use and share these research-based social-emotional learning (SEL) resources to empower children to thrive at school, at home, and everywhere in between.

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SEL Activities and Resources | Second Step

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Use and share these research-based SEL activities and resources to empower children to thrive at school, at home, and everywhere in between.

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The U.S. Department of Defense, Military Health System, Uniformed Services University of the Health Sciences, Center for the Study of Traumatic Stress provided a resource for

Leaders and the importance of understanding people’s reactions to the losses associated with tragic events and informs the roles that leaders can play in support of recovery.

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Online High School Courses from WHRO is offering to everyone in Virginia access to twenty-five high school online courses free during the COVID19 pandemic. Students, teachers, parents and administrators can access the courses.

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Thank you for your interest in WHRO Digital Learning courses. The course materials are no longer available on this page. If you are interested in purchasing the full versions of any of these courses, please contact [email protected] . For information about other educational resources available through WHRO, please visit: https://whro.org/educators.

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Thank you for your interest in WHRO Digital Learning courses. The course materials are no longer available on this page. If you are interested in purchasing the full versions of any of these courses, please contact [email protected] . For information about other educational resources available through WHRO, please visit: https://whro.org/educators.

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Staying Sane while Parenting with Shelter-in-Place!

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Staying Sane while Parenting with Shelter-in-Place!

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Staying Sane while Parenting with Shelter-in-Place!

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Education Specialist, Amy Johnson offers ideas and strategies for educators following COVID-19-related school closings. She will also share interventions and strategies for how teachers can continue to support their students' social-emotional growth and well-being during this transition and beyond!

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Loving Kindness Mindful Moment Video & Script

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Loving Kindness Mindful Moment Video & Script

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From Winterpock School Counselor

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Take a look at some of the great things we've been doing at Winterpock ES!

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Updates for AP Students Affected by COVID-19

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Updates for AP Students Affected by COVID-19

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College Board

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Updates for AP Students Affected by Coronavirus (COVID-19)

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Find out about AP online take-home exams for 2020 and free classes and review sessions for all subjects on YouTube.

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ASCA Webinar

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ASCA is pleased to join Reach Higher and NACAC to help you plan your best College Signing Day celebration yet, especially online. Former First Lady Michelle Obama is committed to helping students reach higher by completing their education past high school. She continues to celebrate College Signing Day through Reach Higher to recognize the hard work of students to pursue and complete their postsecondary education, whether at a two-year school, four-year university or through an industry-recognized credential or the military. Reach Higher encourages you to celebrate College Signing Day online, virtually, and via social media to recognize students' efforts and accomplishments. During this webinar, Reach Higher, which is now at the Common App, will share a toolkit to help you host a signing day celebration online with your students and introduce you to new partners to help you make this your best signing day yet. Download handout.
Earn 0.1 CEUs/1 contact hours for this webinar by purchasing and passing the corresponding quiz found in the Specialists and Exams section of the Online Store. Search on the webinar title to find the exam in the online store. CEU exams are available for 3 years following the live webinar.
Learning objectives
After viewing this webinar you should be able to:

Celebrate College Signing Day with students and your communities, including digital options

Share details of your signing day celebrations with the Reach Higher/Better Make Room team

Remain involved with Mrs. Obama's college-completion effort

Speakers:

Katherine Pastor, Chair, ASCA Board of Directors, and School Counselor, Flagstaff High School, Flagstaff, Ariz.

Laura Ross, 2020 School Counselor of the Year

Meredith Lombardi, Associate Director, Outreach and Education, Common App

Original air date: March 24, 2020

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ASCA is pleased to join Reach Higher and NACAC to help you plan your best College Signing Day celebration yet, especially online. Former First Lady Michelle Obama is committed to helping students reach higher by completing their education past high school.

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Family Engagement The Role of School Counselors

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Family Engagement The Role of School Counselors

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Featuring Dr. Trish Hatch

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Through the partnership between Livingtree and Edlio, school districts now have wider access to a powerful family engagement solution. Edlio Engage , powered by Livingtree, is a one-stop shop for schools and districts looking to strengthen relationships with their communities.

© Copyright 2019 Livingtree · A K-12 Family Engagement Platform

Recorded Webinar from March 31st, 2020

Webinar Presentation Slides

Additional Questions from the Webinar Answered Below!

Answers to Additional Questions Submitted for the Webinar

Right now, especially during the health crisis, it's important to effectively communicate and stay connected with all families. There are many, many ways to connect with families, such as letters home, email, social media, but keep in mind that it's important not to overload families with too many places to keep up with information. As Dr. Trish Hatch stated during the webinar, technology is a great way to connect with families, but it should be easy to log on to and access - we don't want families just giving up. Livingtree's philosophy has always been that having a central, one-stop-shop place for families to connect with their child's teacher, school, and school district is one of the most effective ways to open a window and keep families engaged in their child's education, which is the model of .

A common phrase in family engagement is that before they will come to you, you must go to them. This is especially true for families who are disengaged. Making an effort to create a positive relationship with these families is key to re-engaging them in their child's education. Disengagement often stems from fear, so doing what you can to ease a family's fears is important. Try setting up a phone call, setting up a meeting outside of school, or setting up a voluntary home visit. For more information on disengaged families, take a look at this past webinar from Livingtree: https://try.livingtree.com/webinar-recording/disengaged-families/

If you still have specific questions pertaining to school counselors or anything you heard in the webinar, please email them to the office of Hatching Results at

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family engagement the role of school counselors

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Family Engagement Webinar - The Role of School Counselors

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Through the partnership between Livingtree and Edlio, school districts now have wider access to a powerful family engagement solution. Edlio Engage , powered by Livingtree, is a one-stop shop for schools and districts looking to strengthen relationships with their communities.

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Each Friday, through April, CASEL will be hosting CASEL CARES webinars. Visit CASEL Cares and register for future webinars, view previous ones, and checkout their other SEL resources.

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The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and emotional learning (SEL) offers a powerful means to support one another during these challenging times as our communities work to address the impact of the pandemic on students' learning and development.

Now, more than ever, we understand how important it is to demonstrate empathy and resilience, build relationships across distance, and call upon our collective resolve to strengthen our schools and our communities.

So, how can SEL support you and your work during this time? Find resources and guidance in Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020).

Our recommendations follow the four core focus areas for schoolwide SEL and districtwide SEL:

First, create a foundation for SEL.

Work with students, families, and communities to envision how education can more holistically support all learners.

Prioritize strong, two-way communication between families and schools.

Second, attend to well-being and mutual support among adults.

Pay close attention to our own social-emotional needs in order to be the community of adults who best serve our young people.

Foster supportive adult relationships to process emotions, share challenges, and offer support to one another.

Third, promote SEL for young people.

Provide consistency in daily routines to foster a sense of safety and predictability.

Listen to young people and support them in building or maintaining a sense of community and connection.

Incorporate social and emotional skill-building into learning (such as CASEL's SEL 3 Signature Practices).

Fourth, reflect on how things are going and adjust as you learn.

Listen to students, families, and your wider community of stakeholders as valuable sources of information about what is or isn't working.

Analyze results with a lens of equity to meet needs using our SEL Data Reflection Protocol

How is CASEL advancing this work?
Back to top
Guidance on School Transitions and Reopening

To aid in this time of continued transitions, CASEL collaborated with more than 40 partners to illuminate a way forward through Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020), centered on relationships and built on the existing strengths of a school community. As we prepared for Spring 2021, we offered three strategies adapted from the SEL Roadmap to re-examine efforts for a successful second semester: Refocus on the SEL Roadmap: Actions for a Successful Second Semester (January 2021).

CASEL CARES Webinar Series

In response to the pandemic, CASEL mobilized to provide social and emotional support to our communities and share best practices through an initiative called CASEL CARES. We offered weekly practical guidance and information on topics that were sourced from the field and relevant to the needs of today. Our CASEL CARES Webinars covered a wide range of SEL topics and attracted more than 100,000 people. View the on-demand series

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The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and

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STARR Commonwealth is offering this FREE course (normally $199) during this time of uncertainty and potentially traumatic consequences.

Use the coupon code TRAUMAINFORMED (all caps) at checkout to receive Trauma-Informed Resilient Schools free of charge. Please note that after you type in the coupon code you must click the "Apply Changes" button to apply the coupon.

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Store / Courses / Educational / Trauma-Informed Resilient Schools

Description

View Trauma-Informed Resilient Schools for FREE on our new streaming platform, or, purchase it today to receive credit towards a Starr professional certification or your continuing education requirements (please see CE details below).

If you have already viewed the video content on our streaming platform and wish to receive formal credit for its completion, please purchase this course to gain access to the additional resources and complete the required exam.

Pre-Requisite Courses: None

Course Overview: Trauma-Informed Resilient Schools teaches school professionals how to create trauma-informed schools and classrooms. The training focuses on resilience, exploring the core values and beliefs of educators and places an emphasis on understanding how trauma impacts children and their school experience. Lastly, proactive strategies such as fostering connections, prioritizing social and emotional skills, establishing safety, and promoting play are presented. This course provides detailed information and concrete actions that answer not just the "why" but also the "how" to create the best classroom and school supports for traumatized students and the school professionals who serve them.

This course covers the first 6 steps of our flagship book: 10 Steps to Create a Trauma-Informed Resilient School.
Learning Objectives:
Upon completion of the course, participants will be able to:

Identify at least five questions to ask to promote a trauma-informed and resilience-focused mindset when working with students in the school setting.

Identify the four main protective factors of resilient youth.

Discuss the four universal needs and provide examples to support each.

Name three differences between grief and trauma reactions.

Identify the three main functions of the deep brain.

Identify at least three functions of the outer brain.

Describe how trauma impacts the deep and outer brain functions specifically in the school setting.

Identify at least five ways trauma and attention deficit hyperactivity disorder symptoms may overlap.

Identify at least five proactive strategies for every classroom.

Name at least three of the top fears of school-age children.

Included with Purchase:

Closed Captioning on all video content (English & Spanish subtitles available)

Downloadable PDFs of the Trauma-Informed Resilient Schools Guidebook and Presentation

CE Certificate of Completion (through approved providers)

Additional Details:

This course takes approximately 6-hours to complete and you do not have to complete it in one sitting.

Starr eLearning courses can be completed on laptops, tablets, or mobile devices - allowing the content to be accessed whenever and wherever convenient.

Upon purchase, you will have access to this course for 1-year (365 days).

Trauma-Informed Resilient Schools is the first of five courses required to achieve Certified Trauma & Resilience Practitioner certification on Starr's education track. Click here to learn more!

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Trauma-Informed Resilient Schools - Starr Commonwealth

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Store / Courses / Educational / Trauma-Informed Resilient Schools View Trauma-Informed Resilient Schools for FREE on our new streaming platform, or, purchase it today to receive credit towards a Starr professional certification or your continuing education requirements (please see CE details below).

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Relevant Research for Educators: Confronting the Coronavirus Outbreak

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Relevant Research for Educators: Confronting the Coronavirus Outbreak

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An ongoing series about how schools and families can respond to change and disruption, build resilience, and help young people learn and thrive at home

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An ongoing series about how schools, families, and communities can respond, support young people, build resilience, and keep the learning going during the Coronavirus pandemic.

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Pure Edge is committed to helping educators and learners easily access content to support well-being. Sign in and access all of their free content for your use and to share broadly!

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Welcome to Our Curriculum

We offer a variety of easily accessible, free, open educational resources (OER) and curricula. Pure Power Curriculum is available to any non-profit entity that strives to improve the lives of educators and learners by teaching strategies to achieve success through focus. Partner organizations have access to a range of training options from daily classroom integration to stand-alone health and wellness courses.
By downloading and using the work you are agreeing to the terms of the license herein.
Pure Brain Breaks

Peak Inside the Amazing Brain

Pure Power

Pure PE

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We offer a variety of easily accessible, free, open educational resources (OER) and curricula. Pure Power Curriculum is available to any non-profit entity that strives to improve the lives of educators and learners by teaching strategies to achieve success through focus.

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SAMHSA, Talking with Children: Tips for Caregivers during Infectious Disease Outbreaks

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SAMHSA, Talking with Children: Tips for Caregivers during Infectious Disease Outbreaks

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This fact sheet provides parents, caregivers, and teachers with strategies for helping children manage their stress during an infectious disease outbreak. It describes potential reactions among youth and the support adults can provide to help them.

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Talking With Children: Tips for Caregivers, Parents, and Teachers During Infectious Disease Outbreaks

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This fact sheet provides parents, caregivers, and teachers with strategies for helping children manage their stress during an infectious disease outbreak. It describes potential reactions among youth and the support adults can provide to help them.

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Social Emotional Learning (SEL) offers a powerful means to explore and express our emotions, build relationships, and support each other. CASEL provides resources to attend to the social and emotional needs that arise during stressful times like these. This site also provides school resources for K-12 lessons at home.

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The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and emotional learning (SEL) offers a powerful means to support one another during these challenging times as our communities work to address the impact of the pandemic on students' learning and development.

Now, more than ever, we understand how important it is to demonstrate empathy and resilience, build relationships across distance, and call upon our collective resolve to strengthen our schools and our communities.

So, how can SEL support you and your work during this time? Find resources and guidance in Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020).

Our recommendations follow the four core focus areas for schoolwide SEL and districtwide SEL:

First, create a foundation for SEL.

Work with students, families, and communities to envision how education can more holistically support all learners.

Prioritize strong, two-way communication between families and schools.

Second, attend to well-being and mutual support among adults.

Pay close attention to our own social-emotional needs in order to be the community of adults who best serve our young people.

Foster supportive adult relationships to process emotions, share challenges, and offer support to one another.

Third, promote SEL for young people.

Provide consistency in daily routines to foster a sense of safety and predictability.

Listen to young people and support them in building or maintaining a sense of community and connection.

Incorporate social and emotional skill-building into learning (such as CASEL's SEL 3 Signature Practices).

Fourth, reflect on how things are going and adjust as you learn.

Listen to students, families, and your wider community of stakeholders as valuable sources of information about what is or isn't working.

Analyze results with a lens of equity to meet needs using our SEL Data Reflection Protocol

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Guidance on School Transitions and Reopening

To aid in this time of continued transitions, CASEL collaborated with more than 40 partners to illuminate a way forward through Reunite, Renew, Thrive: SEL Roadmap for Reopening School (July 2020), centered on relationships and built on the existing strengths of a school community. As we prepared for Spring 2021, we offered three strategies adapted from the SEL Roadmap to re-examine efforts for a successful second semester: Refocus on the SEL Roadmap: Actions for a Successful Second Semester (January 2021).

CASEL CARES Webinar Series

In response to the pandemic, CASEL mobilized to provide social and emotional support to our communities and share best practices through an initiative called CASEL CARES. We offered weekly practical guidance and information on topics that were sourced from the field and relevant to the needs of today. Our CASEL CARES Webinars covered a wide range of SEL topics and attracted more than 100,000 people. View the on-demand series

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The COVID-19 pandemic exacerbated feelings of isolation, stress, loss, and more among young people, adults, families, and communities. Social and

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Ranger Rick, the children's magazine of the National Wildlife Federation, is making its website free to all visitors through the end of June. Free Ranger Rick Educator’s Guides and Ranger Rick Jr. Parent Reading Guides are also available to parents and educators.

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With schools, offices, and other public spaces closing across the country, we want to help you stay entertained and engaged ...

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The Monterey Bay Aquarium hosts a soothing 11-minute guided meditation video, featuring the undulating and graceful ballet of several aquarium jellyfish.

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Get moving with fitness instructor Joe Wicks! His new video series, P.E. with Joe, presents a daily 30-minute workout that kids can perform at home

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Share your videos with friends, family, and the world

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Kennedy Center Education Artist-in-Residence at Home

Around the world, people of all ages have joined Mo Willems in his studio for weekday LUNCH DOODLES. The three-week run, all 15 episodes and their downloadable activities, are archived here. Let the doodling continue!

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Author and Illustrator Mo Willems has been awarded the American Library Association’s Caldecott Honor three times for his picture book illustration. Additionally, he is the recipient of two Theodor Geisel Medals and five Geisel Honors for his Elephant & Piggie early readers. Mo began his career as a writer and animator on Sesame Street, where he garnered six Emmy Awards. His work has been exhibited around the world, including solo retrospectives at the High Museum in Atlanta and the New-York Historical Society. Over the last decade, Mo has written three musical theater works based on his books, two of which were commissioned and toured by the Kennedy Center.

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Libraries, archives, and other cultural institutions around the world are sharing free coloring sheets and books based on materials in their collections.

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The New York Academy of Medicine Library

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LIST OF EDUCATION COMPANIES OFFERING FREE SUBSCRIPTIONS DUE TO SCHOOL CLOSINGS

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LIST OF EDUCATION COMPANIES OFFERING FREE SUBSCRIPTIONS DUE TO SCHOOL CLOSINGS

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91 Free Educational Websites for Kids + Companies Offering Free Lesson Plans for Kids

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Today we have an updated version of our massive resource of free educational websites and companies offering free learning opportunities for kids. Over

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Free and interactive lessons on how to type!

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Learn touch typing online using TypingClub's free typing courses. It includes 650 typing games, typing tests and videos.

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Time Magazine for Kids, Free Digital Library!

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Time Magazine for Kids, Free Digital Library!

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TIME for Kids nurtures today’s learners and tomorrow’s leaders with authentic news and the critical-thinking skills that shape active global citizens.

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Updated on March 16 at 1:56 p.m. ET. This comic has been updated. Click here for the newest version.
Kids, this comic is for you.

It's based on a radio story that NPR education reporter Cory Turner did. He asked some experts what kids might want to know about the new coronavirus discovered in China.

To make this comic, we've used his interviews with Tara Powell at the University of Illinois School of Social Work, Joy Osofsky at the LSU Health Sciences Center in New Orleans and Krystal Lewis at the National Institute of Mental Health.

Print and fold a zine version of this comic here. Here are directions on how to fold it. To read this comic in Chinese, click here.To read it in Spanish, click here.

Malaka Gharib is an NPR editor and the author and illustrator of I Was Their American Dream: A Graphic Memoir, about being first-generation Filipino Egyptian American.

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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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Library of Resources with FREE Online Tools

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Library of Resources with FREE Online Tools

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Free Online Resources for Educators, Parents and Students

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Extended school closure due to coronavirus? Explore this collection of free online resources for PreK-12 educators, parents and students.

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Getting Back to School after Disruptions:Resources for Making Your School Year Safer, More Predictable, and More Positive

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Getting Back to School after Disruptions:Resources for Making Your School Year Safer, More Predictable, and More Positive

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Students experiencing trauma, such as from public health crises, weather disasters, or other upsetting events, may have been exposed to unpredictable schedules, inconsistent supervision, or food insecurity and desperately need school to be their safest, most predictable, and most positive setting, especially if they have been displaced or are without utilities or basic comforts. Multi-tiered Systems of Supports (MTSS), such as PBIS, are ideal frameworks for implementing strategies to support students coming back to school and to prevent and address further challenges. We recommend the following six strategies for school teams to ensure a safe, predictable, and positive school year. These strategies are beneficial for all students if the school has been closed, as well as for individual students returning from extended time away from school.

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PBIS.org | Resource: Getting Back to School after Disruptions: Resources for Making Your School Year Safer, More Predictable, and More Positive

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PDF: Students experiencing trauma, such as from public health crises, weather disasters, or other upsetting events, may have been exposed to unpredictable schedules, inconsistent supervision, or food insecurity and desperately need school to be their safest, most predictable, and most positive setting, especially if they have been displaced or are without utilities or basic comforts.

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Resources for Supporting Children’s Emotional Well-being during the COVID-19 Pandemic

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While the Centers for Disease Control and Prevention (CDC) currently reports that the risk of exposure to COVID-19 is low for young Americans, research on natural disasters makes it clear that, compared to adults, children are more vulnerable to the emotional impact of traumatic events that disrupt their daily lives. This resource offers information on supporting and protecting children's emotional well-being as this public health crisis unfolds.

Amidst the COVID-19 outbreak, everyday life has changed and will continue to change for most people in the United States, often with little notice. Children may struggle with significant adjustments to their routines (e.g., schools and child care closures, social distancing, home confinement), which may interfere with their sense of structure, predictability, and security. Young people-even infants and toddlers-are keen observers of people and environments, and they notice and react to stress in their parents and other caregivers, peers, and community members. They may ask direct questions about what is happening now or what will happen in the future and may behave differently in reaction to strong feelings (e.g., fear, worry, sadness, anger) about the pandemic and related conditions. Children also may worry about their own safety and the safety of their loved ones, how they will get their basic needs met (e.g., food, shelter, clothing), and uncertainties for the future.

While most children eventually return to their typical functioning when they receive consistent support from sensitive and responsive caregivers, others are at risk of developing significant mental health problems, including trauma-related stress, anxiety, and depression. Children with prior trauma or pre-existing mental, physical, or developmental problems-and those whose parents struggle with mental health disorders, substance misuse, or economic instability-are at especially high risk for emotional disturbances.

In addition to keeping children physically safe during the COVID-19 pandemic, it is also important to care for their emotional health. Below, we summarize recommendations for promoting the emotional well-being of children in the face of these types of adversities and provide a list of helpful resources. Because broader environments play an important role in supporting an individual's resilience to childhood adversity, this list supplements resources specifically for children and their families with those intended for educators, communities, and states, territories, and tribes.

Recommendations to support and protect children's emotional well-being during the pandemic:
Understand that reactions to the pandemic may vary.
Children's responses to stressful events are unique and varied. Some children may be irritable or clingy, and some may regress, demand extra attention, or have difficulty with self-care, sleeping, and eating. New and challenging behaviors are natural responses, and adults can help by showing empathy and patience and by calmly setting limits when needed.
Ensure the presence of a sensitive and responsive caregiver.
The primary factor in recovery from a traumatic event is the presence of a supportive, caring adult in a child's life. Even when a parent is not available, children can benefit greatly from care provided by other adults (e.g., foster parents, relatives, friends) who can offer them consistent, sensitive care that helps protect them from a pandemic's harmful effects.
Social distancing should not mean social isolation.
Children-especially young children-need quality time with their caregivers and other important people in their lives. Social connectedness improves children's chances of showing resilience to adversity. Creative approaches to staying connected are important (e.g., writing letters, online video chats).
Provide age-appropriate information.
Children tend to rely on their imaginations when they lack adequate information. Adults' decisions to withhold information are usually more stressful for children than telling the truth in age-appropriate ways. Adults should instead make themselves available for children to ask questions and talk about their concerns. They might, for example, provide opportunities for kids to access books, websites, and other activities on COVID-19 that present information in child-friendly ways. In addition, adults should limit children's exposure to media coverage, social media, and adult conversations about the pandemic, as these channels may be less age-appropriate. Ongoing access to news and social media about the pandemic and constant conversation about threats to public safety can cause unnecessary stress for children.
Create a safe physical and emotional environment by practicing the 3 R's: Reassurance, Routines, and Regulation.
First, adults should reassure children about their safety and the safety of loved ones, and tell them that it is adults' job to ensure their safety. Second, adults should maintain routines to provide children with a sense of safety and predictability (e.g., regular bedtimes and meals, daily schedules for learning and play). And third, adults should support children's development of regulation. When children are stressed, their bodies respond by activating their stress response systems. To help them manage these reactions, it is important to both validate their feelings (e.g., "I know that this might feel scary or overwhelming") and encourage them to engage in activities that help them self-regulate (e.g., exercise, deep breathing, mindfulness or meditation activities, regular routines for sleeping and eating). In addition, it is essential to both children's emotional and physical well-being to ensure that families can meet their basic needs (e.g., food, shelter, clothing).
Keep children busy.
When children are bored, their levels of worry and disruptive behaviors may increase. Adults can provide options for safe activities (e.g., outside play, blocks, modeling clay, art, music, games) and involve children in brainstorming other creative ideas. Children need ample time to engage in play and other joyful or learning experiences without worrying or talking about the pandemic.
Increase children's self-efficacy.
Self-efficacy is the sense of having agency or control-an especially important trait during times of fear and uncertainty. Children often feel more in control when they can play an active role in helping themselves, their families, and their communities. For example, children can help by following safety guidelines (e.g., washing their hands), preparing for home confinement (e.g., helping to cook and freeze food), or volunteering in the community (e.g., writing letters or creating art for older adults or sick friends, sharing extra supplies with a neighbor).
Create opportunities for caregivers (which may mean yourself!) to take care of themselves.
Children's well-being depends on the well-being of their parents and other caregivers. Caregivers must take care of themselves so they have the internal resources to care for others. To this end, adult caregivers can engage in self-care by staying connected to social supports, getting enough rest, and taking time for restorative activities (e.g., exercise, meditation, reading, outdoor activities, prayer). Seeking help from a mental health provider is also important when adults struggle with very high levels of stress and other mental health challenges.
Seek professional help if children show signs of trauma that do not resolve relatively quickly.
Emotional and behavioral changes in children are to be expected during a pandemic, as everyone adjusts to a new sense of normal. If children show an ongoing pattern of emotional or behavioral concerns (e.g., nightmares, excessive focus on anxieties, increased aggression, regressive behaviors, or self-harm) that do not resolve with supports, professional help may be needed. Many mental health providers have the capacity to provide services via "telehealth" (i.e., therapy provided by telephone or an online platform) when in-person social contact must be restricted.
Emphasize strengths, hope, and positivity.
Children need to feel safe, secure, and positive about their present and future. Adults can help by focusing children's attention on stories about how people come together, find creative solutions to difficult problems, and overcome adversity during the epidemic. Talking about these stories can be healing and reassuring to children and adults alike.

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Resources for supporting children's emotional well-being during the COVID-19 pandemic

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While the Centers for Disease Control and Prevention (CDC) currently reports that the risk of exposure to COVID-19 is low for young Americans, research on natural disasters makes it clear that, compared to adults, children are more vulnerable to the emotional impact of traumatic events that disrupt their daily lives.

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Student Privacy 101: FERPA for Parents and Students 

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Student Privacy 101: FERPA for Parents and Students 

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

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

Family Educational Rights Privacy Act (FERPA)

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

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

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

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Planning for Virtual/Distance School Counseling During an Emergency Shutdown

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Planning for Virtual/Distance School Counseling During an Emergency Shutdown

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This resource from ASCA includes some important issues to consider during this time.