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Free for School Counselors and Students

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"High school juniors hoping to begin college in the fall of 2021 are not able to visit campuses in person, but they and their families have many ways to explore their options while staying safe at home."

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"High school juniors hoping to begin college in the fall of 2021 are not able to visit campuses in person, but they and their families have many ways to explore their options while staying safe at home."

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CSU ethnic studies or social justice requirement

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CSU ethnic studies or social justice requirement

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Starting in 2023

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Trustees approve proposal despite opposition from lawmakers, faculty union.

Credit: Larry Gordon / EdSource

Credit: Larry Gordon / EdSource

Students at California State University for the first time will be required to take a course in ethnic studies or a class with a social justice component under a policy approved Wednesday by the system's Board of Trustees.

The trustees voted 13-5 to approve the new general education requirement for students who enter the 23-campus system beginning in 2023-24. Students will be required to either take a class in one of four ethnic studies disciplines - Native American studies, African American studies, Asian American studies or Latina and Latino studies - or a class in another discipline as long as the course has a social justice component. It will be up to each of the campuses to determine which courses meet the requirement.

The new requirement is opposed by several lawmakers and the California Faculty Association, who instead favor , legislation that would impose a stricter ethnic studies requirement. Under that law, students beginning with those entering the system in 2021-22 would be required to take a class in one of the four ethnic studies disciplines and couldn't satisfy the requirement with a course outside of those disciplines.

AB 1460 was approved last month by the state Senate. The Assembly must now approve minor amendments before it is sent to the desk of Gov. Gavin Newsom. The Assembly can take up the bill after it reconvenes next week and the legislation could be on Newsom's desk within weeks.

If it is signed into law by Newsom, it would supersede Cal State's own requirement, according to the California Faculty Association, the union representing faculty across the system. Several lawmakers and the faculty association say AB 1460 is a better proposal because it specifically requires students to take a class in ethnic studies, while the policy approved by the trustees does not do so.

CSU's proposal passed despite a request from the five dissenting trustees to postpone the vote. Among those who supported delaying the vote was Tony Thurmond, the state superintendent of public instruction. Other trustees argued that their proposal was adequate and said that setting course requirements is the domain of CSU and its trustees and not the state Legislature.

Lillian Kimbell, the chair of the board, argued that postponing the vote would have been the equivalent to "killing the item" because the Legislature would be able to send AB 1460 to Newsom's desk before the next Board of Trustees meeting in September, meaning that the governor would have to make a decision before the trustees could weigh in.

Chancellor Tim White and several trustees said their own proposal is sufficient and argued that ethnic studies is at the proposal's core, even though it doesn't specifically require students to take a class in ethnic studies. The requirement could be satisfied by a range of courses, including disciplines that explore other historically oppressed groups, such as LGBTQ or Jewish studies.

"The proposal champions the study of racial and ethnic groups and gives students a chance to connect with other marginalized groups," White told the trustees.

The idea of requiring students to study the contributions and histories of nonwhite ethnic and racial groups is longstanding in California. The current push, though, is happening following nationwide anti-racism protests that were ignited by the police killing of George Floyd.

"Advocates for making a course in ethnic studies a requirement for graduation have waited long enough for the CSU to act," a group of 20 lawmakers said in a letter to Chancellor White . "The changes proposed by the Chancellor's office will significantly water down the intent of AB 1460 and will result in something akin to a 'diversity' requirement, which was not developed in collaboration with the CSU Council on Ethnic Studies."

The five trustees who voted against CSU's proposal were Silas Abrego, Hugo Morales, Lateefah Simon, student trustee Maryana Khames and Thurmond, who is an ex-officio member in his role as state superintendent of public instruction.

"As I understand it, ethnic studies really is the movement where we should hold the fidelity to four groups, in particular African Americans, Chicanos and Latinos, Indigenous people and Asian Pacific Islanders," Thurmond said during Tuesday's meeting. "While there are very important conversations to have for others who may fall outside those groups, it has been impressed on me that that's the basis of ethnic studies."
To get more reports like this one, sign up for EdSource's no-cost daily email on latest developments in education, click here.

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California State University students required to take ethnic studies or social justice class under new policy

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Credit: Larry Gordon / EdSource Credit: Larry Gordon / EdSource Students at California State University for the first time will be required to take a course in ethnic studies or a class with a social justice component under a policy approved Wednesday by the system's Board of Trustees.

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TUSD

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TUSD

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UC Counselors and Advisers Bulletin (CAB)

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UC Counselors and Advisers Bulletin (CAB)

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Counselors and Advisers Bulletin

At the beginning of every month, the UC Office of the President emails the latest information on admissions policy and practices, upcoming events, and application news and reminders through the Counselors and Advisers Bulletin (CAB).

If you already subscribe, make sure we have your most up-to-date contact information. This will ensure you continue to receive the bulletin and communication relevant to you as we make improvements to CAB.

If you haven't subscribed, now's your chance to sign up and make sure you're connected to UC.

As part of our effort to enhance CAB, past editions are available for you to download at any time. If you would like to access a CAB that is not currently posted, please email AskUC@ucop.edu.

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Counselors and Advisers Bulletin | Counselors

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At the beginning of every month, the UC Office of the President emails the latest information on admissions policy and practices, upcoming events, and application news and reminders through the Counselors and Advisers Bulletin (CAB). If you already subscribe, make sure we have your most up-to-date contact information.

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Coronavirus Webinars for  LEAs and COEs that receive  CSI Grants 

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Coronavirus Webinars for  LEAs and COEs that receive  CSI Grants 

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Both Webinars schedule for May 27, 2020

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COVID-19 Operations Written Report Guidance

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COVID-19 Operations Written Report Guidance

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Template here: https://www.cde.ca.gov/re/lc/documents/covid19report.docx

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List of all CDE hosted webinar recordings and notes

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A comprehensive listing of all CDE webinars related to the Coronavirus (COVID-19).

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Riverside County School Counselor Leadership Network Webinar Series

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Riverside County School Counselor Leadership Network Webinar Series

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RCEC - Riverside County Education Collaborative

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We hope that you are healthy and staying safe. As our school districts move towards distance learning in response to the COVID-19 pandemic, the College and Career Readiness Unit is committed to supporting your efforts by continuing to provide professional development and much needed resources on vital topics and obstacles you are facing. With so many resources, tool kits, and links for counselors to look through during COVID-19, we instead stremlined the essential information and topics needed to support you through the end of the school year. During this time of year, our students rely so much on your guidance in the fields of academic, socio-emotional and college & career readiness and we want to ensure you receive the latest best practices as well as strategies to continue your efforts.

We are thrilled to announce that we have modified our plans for the FREE School Counselor On-the-Go webinar series via virtual professional development in April and May to meet your current needs in response to COVID-19.

These FREE weekly webinar opportunities, launching April 7 th from 11:00 a.m. - 12:00 p.m., are geared towards addressing the unique needs of our TK-12 school counselors on a variety of high-priority topics in order to help you serve your students and families through this difficult time. They will be led by local and national experts and you will have opportunities to ask questions and request additional support.

The webinar schedule for April 7- 10, 2020 is below and for the months of April and May, we will continue to provide one weekly webinar for each school level (elementary, middle, and high school) which are related to topics that will support your needs now!

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School Counselor Leadership Network On-The-Go

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We hope that you are healthy and staying safe. As our school districts move towards distance learning in response to the COVID-19 pandemic, the College and Career Readiness Unit is committed to supporting your efforts by continuing to provide professional development and much needed resources on vital topics and obstacles you are facing.

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LCAP Executive Order – Frequently Asked Questions

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LCAP Executive Order – Frequently Asked Questions

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2020-21 Budgets and LCAP Changes in Response to COVID-19

Why is the LCAP for the 2020-21 school year due on December 15, 2020?

The December 15 th due date is consistent with an LEA's requirement to complete a first interim budget report.

School districts and county offices of education must complete first interim reports on or before December 15 of each year.

A charter school is required to submit a first interim budget report to its chartering authority and the county office of education on or before December 15 of each year.

By completing the 2020-21 LCAP in conjunction with the first interim budget report for fiscal year 2020-21, LEAs will have an opportunity to develop the LCAP in alignment with a more informed understanding of the 2020-21 school year budget.

Do LEAs still have to adopt a 2020-21 budget on or before July 1, 2020?

Yes. The deadline to adopt a budget for the 2020-21 fiscal year was not delayed. The budget approval and oversight process has not changed.

School districts and county offices of education must adopt a budget on or before July 1 of each year. (California Education Code [EC] 42127 and EC 1622, respectively).

Charter schools must submit a budget to its chartering authority and the county office of education on or before July 1 of each year. (EC 47604.33).

COVID-19 Operations Written Report

Why are LEAs required to complete a written report regarding COVID-19?

Executive Order N-56-20 requires that all LEAs complete a written report to explain the changes to program offerings that the LEA has made in response to school closures to address the COVID-19 emergency, the major impacts of such closures on students and families, and a description of how the LEA is meeting the needs of its unduplicated students.

The California Department of Education (CDE) is currently developing a COVID-19 Written Report form that may be used for this purpose.

When will the form for the COVID-19 Operations Written Report be available and where can I find it?

It is anticipated that the form for the COVID-19 Operations Written Report will be posted on the CDE's LCAP web page located at https://www.cde.ca.gov/re/lc/ by May 1, 2020.

Is the form for the COVID-19 Operations Written Report the same form as the Certification Form for COVID-19 Closure (COVID-19 Closure Form)?

No. These are two different forms with different purposes.

For information on the COVID-19 Operations Written Report or the form that may be used for the COVID-19 Operations Written Report, refer to the COVID-19 Operations Written Report section within these FAQs.

For additional information on the COVID-19 Closure Form, refer to the Form J-13A web page (https://www.cde.ca.gov/fg/aa/pa/j13a.asp) under the COVID-19 Information header.

2020-21 LCAP Process and Template

When will the 2020-21 LCAP template be made available and how can I find it?

Pending legislative guidance, the CDE will be consulting with stakeholders and State Board staff to develop the 2020-21 LCAP template, and the stakeholder process required to develop the LEAs' 2020-21 LCAP. The CDE anticipates the 2020-21 LCAP template to be finalized and posted by late summer of 2020.

When finalized, the 2020-21 LCAP template will be posted on the CDE's LCAP web page located at https://www.cde.ca.gov/re/lc/.

Local Control and Accountability Plan eTemplate

Will the eTemplate be available for the 2020-21 LCAP?

No.

However, the CDE's eTemplate system will be available to use with the 2021-22 through 2023-24 three-year LCAP Template. Development of the 2021-22 through 2023-24 three-year LCAP should begin in the spring of 2021.

Local Indicators

Questions: Local Agency Systems Support Office | LCFF@cde.ca.gov | 916-319-0809

Last Reviewed: Friday, April 24, 2020

Trending in Local Control and Accountability Plan (LCAP)

Recently Posted in Local Control and Accountability Plan (LCAP)

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LCAP Executive Order - Frequently Asked Questions

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Why is the LCAP for the 2020-21 school year due on December 15, 2020? The December 15 th due date is consistent with an LEA's requirement to complete a first interim budget report. School districts and county offices of education must complete first interim reports on or before December 15 of each year.

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Coronavirus (COVID-19) Main Web Page

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Addressing the behavioral and mental health needs of students

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

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

Earlier Guidance

09-Apr-2020

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

March 20, 2020

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Last Reviewed: Tuesday, March 29, 2022

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Making Distance Learning Accessible to Students with Disabilities 

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Resources by the Open Access Project/Placer County SELPA.

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Curating ideas that will enable us to plan, design and put in place learning options for students with disabilities that will be beneficial and that can be implemented within a short time and with the restraints we are dealing with. E xplore the following areas to access guidance and resources to get you started.

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Resources to support school closures/distance learning for students with Autism

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Resources to support school closures/distance learning for students with Autism

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Supporting Inclusive Practices (SIP) Project

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Resources to Support School Closures/Distance Learning

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Superintendent Weekly COVID-19 Update Emails to the Field

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Superintendent Weekly COVID-19 Update Emails to the Field

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News releases and correspondence from Tony Thurmond, State Superintendent of Public Instruction related to Coronavirus (COVID-19).

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Updates to fall 2020 SAT administrations

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Updates to fall 2020 SAT administrations

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As schools continue to navigate uncertainties due to the coronavirus, the top priorities for College Board are the health and safety of students and educators. All weekend test centers must adhere to local public health guidelines and follow College Board requirements.

There is limited testing capacity in certain areas due to public health restrictions and high demand. While College Board can't directly control test center capacity and availability, we're working to ensure as many students as possible are able to test safely.

Test centers make individual decisions about whether to administer the SAT, and they may close before the administration, right up until test day. We are asking test centers to report closures to College Board as soon as possible in order to help ensure students are informed and to reduce stress and uncertainty ahead of test day.

Make sure we can get in touch with you by email and/or text message if your center decides to close or reduce capacity between now and test day. Students should frequently check email and the test center closure page before and on test day to confirm their center is open. Test centers may have closed or rescheduled to a makeup date at the last minute even if there is still an active admission ticket. If this happens, students will be notified that they shouldn't report to their test center, and they'll receive a follow up notification after the test day to confirm whether a makeup is available or if they will receive a refund.

Weekend SAT

College Board is providing weekend SAT or SAT Subject Test administrations every month through the end of the calendar year, beginning in August. This includes a new SAT administration on September 26, and the previously scheduled tests on August 29, October 3, November 7 (domestic SAT, international Subject Tests), and December 5. Please note that as the coronavirus (covid-19) pandemic continues to evolve, we will continue to monitor the situation and will let you know if circumstances change closer to the test dates.

Local schools and test centers make individual decisions about whether to administer the SAT. All weekend test centers must adhere to local public health guidelines and follow College Board requirements:

All students and staff are required to wear a mask or protective face covering during an SAT administration. Students won't be allowed in the test center without a mask, which is required for the duration of testing.

Students must be seated at least 6 feet apart during testing.

Students must confirm a series of statements (more below) prior to entering the test center or testing room.

Students who violate the requirements put in place by their test center or College Board should be dismissed from the test center; if this happens their scores will be canceled and they won't receive a refund.

The CDC recommends taking additional precautions such as:

Requiring and/or providing gloves, hand sanitizer, or other personal protective equipment (PPE).

Posting signs in highly visible locations (e.g., school entrances, restrooms, etc.) that promote protective measures.

Encouraging students and staff to practice regular handwashing and stay home if they're sick.

If students don't feel well on test day, please stay home. You'll be able to transfer your registration to another test date at no charge through the end of 2020. If you'd rather cancel your registration, you'll be issued a full refund. Contact Customer Service between test day and the next business day (Monday, 5 p.m. ET) to make this request.

When students arrive on test day, and before letting them into a test center, testing staff will administer a short survey before letting students into a test center to determine if a student should be sent home due to sickness. Testing staff will administer this survey verbally to all students, and deny entry to any student who doesn't confirm all the statements below or refuses to answer them.

In the past 14 days, I have not come into close contact (within 6 feet) with someone who has tested positive for covid-19 test or is presumed to have covid-19.

I do not have covid-19 or have reason to believe I have covid-19. Symptoms of covid-19 include cough, fever, chills, muscle pain, shortness of breath or difficulty breathing, sore throat, new loss of taste or smell.

To my knowledge, I am not violating any travel restrictions or quarantining requirements.

I agree to wear a mask the entire time I'm at this test center and follow instructions from test center staff, otherwise I will be dismissed.

We have taken measures to help create a safe testing environment; however, it isn't possible to entirely remove the risk of covid-19 exposure. By entering the testing room, you're accepting that risk.

Check your test center's website for any additional or specific entry requirements it may have. If you're traveling to test, it's your responsibility to know and follow any quarantine requirements or travel restrictions in the location where you're testing. Test centers may require proof that you've followed quarantine requirements and/or travel restrictions at check-in.

This year, many schools and test centers will have reduced capacity because of social distancing guidelines, and they may encounter unexpected closures. Because of public health restrictions and high demand, there is limited seating capacity for students testing in certain areas. While College Board can't directly control capacity and test center availability, we're working to ensure that as many students as possible are able to test safely. Get the latest SAT test center capacity updates.

If you can't find a test center when you first try to register, try again by logging back into My SAT, selecting the registration you started, and then follow the required steps. On the Select Your Test Center page, you'll see any new seats added in your area.

If you can't find a nearby test center with availability on your preferred test date, be sure to check other dates.

Registration for all SAT tests is open for all students.

If you are unable to find a seat in a test center near you, please check other dates.

Please know that colleges understand that there are limited opportunities for students to take a college entrance exam due to covid. Most colleges are not requiring a test score for the upcoming admissions cycle. While almost all still accept scores, most are rightfully being flexible for students who submit scores later or who did not have a chance to test more than once. You should check the college's website for the most updated information on their application requirements.

Eligible students can register with a fee waiver.

Fall 2020 SAT Dates

Schools and test centers continue to discuss the extent to which they'll be open this fall, and we know educators will be facing uncertainties as they prepare to administer the SAT.

The November 7 administration is scheduled to proceed as planned. We are checking with test centers to confirm they will be open and we encourage test centers to report closures as early as possible so we can help ensure students are informed ahead of test day. Test centers may close for various reasons, including cancellations or capacity reductions. For specific information about your registration, please check the email address associated with your registration.
Important: Test centers that decide they need to close or reduce the number of students who can test due to social distancing restrictions should contact College Board as soon as possible so we can help ensure students are informed ahead of test day. The last day to confirm you will administer the November SAT is October 22.
If a test center decides to close, students will receive direct notification from College Board, though there may be a delay between the test center closing and the email notification. We also recommend students check directly with the test center, including the test center's website, on the morning of the test.

The College Board has asked colleges to extend deadlines for receiving test scores and to equally consider students for admission who are unable to take the test due to covid-19. We are asking member colleges to provide flexibility to students in three ways:

Accepting scores as late as possible in their process, especially by extending score deadlines for early action and early decision to take some pressure off students and give them more time to test and send their scores.

Equally considering students for admission who are unable to take the test due to covid-19 as those who submitted scores. (The College Board will keep colleges up to date on testing availability).

Recognizing that students who do submit scores may not have been able to test more than once. (e.g., taking into account that students who tested as high school juniors but who could not as seniors would have likely achieved score gains).

And it's more important than ever to pay close attention to the context in which all students live and learn as they make admissions decisions.

To help students keep their college readiness skills sharp when many schools are closed or delayed in opening, College Board and Khan Academy ® will continue to provide free resources online, including full-length practice tests and personalized learning tools.

Together with our member schools and colleges, we will be flexible, thoughtful, and collaborative in exploring ways to continue to support student learning and provide opportunities to test during this challenging time.

Our focus will remain on student safety and ensuring students have the tools they need and the opportunities to succeed on their path to college.

Please check this page regularly for updates.

If you have questions or concerns about your scheduled testing with College Board programs, please contact us as soon as possible. Given the high volume of inquiries, wait times may be longer than normal.

Students
Email: Contact SAT Support
Phone (domestic): 866-756-7346
Phone (international): +1-212-713-7789

PSAT Educators
Email:[email protected]
Phone (domestic): 888-477-7728
Phone (international): +1-212-237-1335

Updated Customer Service Hours
To better support you throughout this crisis, and in compliance with local, state, and federal safety regulations, College Board phone support hours are now 9 a.m.-6 p.m. ET, Monday-Friday.

The November 7 administration is scheduled to move ahead as planned. College Board is monitoring the spread of covid-19 and as the situation continues to rapidly evolve, we are focused on the health and safety of students, educators, and their communities.

Schools and districts will make the decision to administer the assessments in accordance with College Board requirements and their local health and safety guidelines. We are asking test centers to report closures to the College Board as soon as possible in order to help ensure students are informed and to reduce stress and uncertainty ahead of test day.
Important: Test centers that decide they need to close or reduce the number of students who can test due to social distancing restrictions should contact us as soon as possible so we can help ensure students are informed ahead of test day. Test centers must confirm by October 22 whether they will administer the November SAT.
Across all weekend test centers, the College Board is requiring all students and staff to wear a mask or protective face covering during an SAT administration, and students must be seated at least 6 feet apart during testing. Test centers will also be required to follow local public health guidelines and building policies which may include additional precautions.

We are asking test centers to post the information about their specific policies prominently on their website.

Due to the covid-19 pandemic, the College Board has expanded its distribution of electronic fee waiver codes to school counselors, test coordinators, and community-based organizations to make it easier for students to access SAT fee waivers.

We are working with our partners in K-12 and higher ed to reach out to students who received a fee waiver to encourage them to register in areas where there is still capacity. We're providing our partners with template language to contact students directly, social media sample posts, and information about the fee waiver program.

We know that states, districts, and schools are currently discussing how to safely open schools and may face last-minute closures. To make it easier for schools to meet health guidelines and requirements, College Board is offering flexibility with administration dates and has adapted policies and procedures to support schools in administering SAT ® School Day, PSAT/NMSQT ®, or PSAT™ 8/9.

We have revised some of the original test dates and added new administrations to provide more testing options on different days of the week.

PSAT/NMSQT Dates:

Wednesday, October 14, 2020

Saturday, October 17, 2020

Thursday, October 29, 2020 (Revised, originally October 28)

NEW Tuesday, January 26, 2021 (Only added for the 2020-2021 school year)

Schools can administer the PSAT/NMSQT on one date or across multiple available test dates, but students may only take the PSAT/NMSQT once. You can your order across multiple test dates or reorder for a new test date.

New January 26, 2021 PSAT/NMSQT Administration:

The January administration will have the same benefits as the October PSAT/NMSQT, including eligibility for programs administered by National Merit Scholarship Corporation.

All flexible ordering and administering policies for fall testing are extended for the January test date, including: flexible start times, off-site testing, and testing students across multiple dates. Additionally, schools won't be charged unused test fees.

We'll send schools an email by mid-October when ordering for the January administration is open.

Important Reminders:

Schools can choose from any of the October and January administrations to test their students. Ordering for the three October test dates is available now and January will open in mid-October.

Students may only take the PSAT/NMSQT once.

Test booklets sent for one test date can't be used for a different test date.

There is no minimum for the number of students who can test on any of the administration dates.

If you already placed an order for the original alternate date (Wednesday, October 28), your order will be automatically shifted to Thursday, October 29. You must administer the PSAT/NMSQT Alternate test on the revised date of October 29 and not on October 28.

Specific rules for Saturday testing will remain in place this fall. For example, Saturday test books must be returned immediately after test day, and score reports won't include question-level detail.

Fall SAT School Day Test Dates:

Wednesday, September 23 (Only added for the 2020-2021 school year)

Wednesday, October 14

Makeup test date: Tuesday, October 27 (Revised, originally October 28)

Schools can order for September 23, October 14, or both, and split their students across two administrations. Schools can also use the October 27 makeup administration as an additional test date; however, students testing on October 27 won't have a makeup option. If schools need to use the makeup as another test date, they can order immediately following their primary administration.

Based on feedback from educators, we adjusted our policies to provide schools more flexibility when administering tests and to adhere to safety and social distancing guidelines:

Options to test across multiple dates: Schools can take advantage of multiple test administration dates to reduce the number of students reporting to school on a single test date for both PSAT/NMSQT and SAT School Day. This flexibility already exists for PSAT 8/9.

Off-site testing: Schools no longer need to submit an off-site plan for approval for administering tests off-site. For SAT School Day, schools simply select the sites they want to use and order materials for those sites. This flexibility already exists for administering the PSAT/NMSQT and PSAT 8/9.

Flexible start times: For SAT School Day, PSAT/NMSQT, and PSAT 8/9, schools can start testing earlier and/or later than usual and split their students into different testing groups on a single day. All testing must start before the first group to test completes testing.

No charge for unused tests: Schools won't be charged test fees if they're unable to administer SAT School Day, PSAT 8/9, and PSAT/NMSQT this fall. We understand the decision to test may not be made until closer to the administration dates. Please adjust your test book volumes the best you can by the ordering deadlines (August 25 for September SAT School Day and September 16 for October tests); ordering for January will open in mid-October.

We know there are uncertainties and challenges with providing our assessments this year. The following resources are available to support your flexible testing choice this upcoming school year:

Please refer to your testing manuals for additional information about test day.

You can also visit our assessment webpages:

College Board is committed to giving you and your students a positive testing experience. We will continue to provide detailed updates for schools and districts, as well as professional learning opportunities, webinars, and other resources in the coming weeks and months.

Fall SAT School Day, PSAT/NMSQT, PSAT 8/9:

If a storm, power failure, or other event or emergency results in delayed start or closing of your school, please notify College Board immediately at 855-373-6387.

If the emergency results in school closure, please notify students of the closure as soon as possible. For PSAT/NMSQT you can still order for the January administration.

Yes. If you can estimate how many students will test this fall, you should place your order as soon as possible by the ordering deadlines (August 25 for September SAT School Day and September 16 for the October administrations ). Ordering for the January PSAT/NMSQT will open in mid-October.

For all administrations from September-January, schools won't be penalized for test fees should they be unable to administer tests this fall. We understand the decision to test or not test may not be made until closer to the administration dates, so please adjust your test booklet volumes the best you can by the ordering deadlines.

As long as schools adhere to test administration instructions, the flexible policies won't impact the security or fairness of testing and won't affect students' eligibility for entry to the National Merit ® Scholarship Program.

Schools will be required to follow local public health guidelines and should be prepared to communicate all requirements to students ahead of test day. College Board supports efforts to help ensure the safety and comfort of their staff and students, such as:

Requiring and/or providing face masks, gloves, hand sanitizer, or other PPE.

Spacing students at least 6 feet apart to adhere to social distancing guidelines.

Encouraging students and staff to practice regular handwashing and stay home if they are sick.

Schools should refer to their test day manuals for additional guidance on administering College Board assessments. If you have questions about what's allowed this year, you can call the following customer service numbers:

PSAT-related assessments: 888-477-7728 toll-free for educators in the United States only; +1-212-237-1335 outside of the U.S.A.

SAT School Day: 855-373-6287

No. The test must be administered on the test administration dates listed below:

October 14, 2020

October 17, 2020

October 29, 2020 (your test materials will refer to October 28, but please only administer the test on October 29)

January 26, 2021

To ensure the test is administered fairly, it must be given on the same day(s) for all schools. Scores will be made ineligible for scholarship consideration or may be canceled for schools that administer the test on the wrong day.

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Coronavirus SAT and PSAT-Related Updates

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As schools continue to navigate uncertainties due to the coronavirus, the top priorities for College Board are the health and safety of students and educators. All weekend test centers must adhere to local public health guidelines and follow College Board requirements. There is limited testing capacity in certain areas due to public health restrictions and high demand.

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(this is a sample, be sure to remove references not endorsed by your school/district)

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Supporting Inclusionary Practices During School Facility Closure

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Supporting Inclusionary Practices During School Facility Closure

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AP Exam Updates as presented to CCSESA's CISC committee

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AP Exam Updates as presented to CCSESA's CISC committee

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This presentation was also shared with Solano county high schools during a local webinar with the College Board on 4/7/2020

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Labor Management Framework Released April 1

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Labor Management Framework Released April 1

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Introduction and Purpose

The COVID-19 emergency has generated unprecedented and myriad challenges for school communities across California. School leaders representing both employers and employees have managed these uncertainties to the best of their abilities.

Moving forward, this framework-jointly endorsed by the undersigned state leadership-is intended to provide basic principles for how school employers and employees should collaborate, including the involvement of local exclusive representatives in resolving employment issues.

Many local agencies and bargaining units have already resolved issues impeding progress on school priorities. This framework is not intended to disrupt those arrangements, especially insofar as they help address the urgent need to serve students while ensuring staff safety. Rather, this framework is intended to assist those still working to reach agreement and to spur collaboration, including local agencies and bargaining units, as the challenges created by the COVID-19 emergency continue to emerge.

This framework represents the basic principles for local agreements. Parties are encouraged to address additional local needs through open, ongoing, and frequent communication and collaboration.

Endorsing Organizations:

AFSCME California

Association of California School Administrators

California Association of School Business Officials

California County Superintendents Educational Services Association

California Department of Education

California Federation of Teachers

California Labor Federation

California School Boards Association

California School Employees Association

Service Employees International Union (CA)

Small School Districts' Association California Teachers Association

Governor's Executive Order (EO N-26-20)

On March 13, 2020, the Governor issued an executive order to ensure continued funding for schools suspending in-person instruction due to COVID-19.

Pursuant to the executive order, the following principles apply:

All pay and benefits for K-14 school employees shall continue through the 2019-2020 budget year as all K-14 schools, county offices of education, and colleges receive full-year funding. Requirements to maintain ADA and instructional days have been waived in order to facilitate this mandate for K-12. This should include temporary, hourly, exempt and non-exempt, as well as probationary employees as LEAs determine they would otherwise have been paid during this period of closure.

"Essential services" during school closures should be developed in consultation with the exclusive representative and following operative public health directives. Special consideration of employees deemed essential should be made for employees with dependents or with higher-risk conditions for COVID-19, as needed to protect their health and/or make arrangements for dependent care.

Subject to Executive Orders, current law, regulations and guidance, no employee should have accrued leave deducted for taking time needed to comply with a medical professional's recommendations, including to self-quarantine, secure one's own health, or secure the health of one's household during the COVID-19 crisis. Employees with dependent-care needs, who are not absent for health reasons listed above, should not have accrued leave deducted for failing to report unless their employer has offered no-cost childcare for the duration of work hours and the employee has declined.

Work Functions During Closures

The following principles should guide the assignment of work functions:

Districts should work with the exclusive representative to address critical public health concerns while seeking to balance staff assignments and workloads.

Parties should continue to deliver education to students through any practical means, including distance learning and/or independent study. In order to continue to serve students, both credentialed and classified staff may need to perform functions that are reasonably similar to their typical roles prior to the COVID-19 emergency, but nothing in this section should be construed to relieve the district of its obligation to negotiate additional duties with the exclusive representative.

Meals should continue to be provided to students in need, utilizing measures that protect the safety of both students and school staff.

Districts should work with faculty and staff to arrange for supervision of students during regular school hours to the extent practicable, in consultation with public health and other authorities.

Emergency declarations have not suspended obligations to bargain with exclusive representatives. The first priority must be essential service to the public while maintaining employee safety. Recognizing the need may arise to take significant and time-sensitive actions, parties are still expected to fulfill this obligation as soon as is practicable. Districts should not condition employee wage increases or benefits on expeditious approval of agreements.

Compliance with Directives and Guidelines

The following principles should guide compliance with public health directives:

Districts should implement clear plans to ensure health and safety following all relevant county health guidelines. Districts shall, to the extent practicable, acquire adequate personal protective equipment (PPE) recommended by public health officials, including, but not limited to, gloves, face masks, hand soap, hand sanitizer, and disinfectant, for all open classrooms, workspaces, or assignments. PPE shall be made available to the extent reasonably possible and consistent with CDPH and CDC guidelines (whichever has the highest protective standards). If appropriate PPE is unavailable, safety precautions consistent with public health official guidance should be followed to minimize risk of exposure. Districts shall consult with the exclusive representatives to determine what appropriate training will be provided for all employees who continue to work during closures utilizing various modalities.

From 3/17/2020 CDE letter to school districts:

"Please continue to be guided by federal, state, and local public health authorities in your decision-making. We believe that public health and education officials, in collaboration, are best positioned to measure and balance these very difficult, and often competing, considerations. Continue to collaborate with your city and county officials on how best to work within your community and we encourage all members of the school community, administrators, employees, and families, to communicate and consult with one another as we plan and implement services for students."

All districts and exclusive representatives should work together to find the best path for the students, the staff, and communities. The exclusive representative should be treated as partners regarding information gathering, developing plans, and decision-making.

Regular communication should be provided to all employees, students, families and exclusive representatives to ensure all parties have the most current information on changes, decisions, and rationale for decisions. Districts should inform employees and their exclusive representative of higher-risk factors as defined by health authorities. Employees should notify the district if they have been exposed to COVID-19 or require special consideration due to risk factors.

Last Reviewed: Thursday, April 2, 2020

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The COVID-19 emergency has generated unprecedented and myriad challenges for school communities across California. School leaders representing both employers and employees have managed these uncertainties to the best of their abilities. Moving forward, this framework-jointly endorsed by the undersigned state leadership-is intended to provide basic principles for how school employers and employees should collaborate, including the involvement of local exclusive representatives in resolving employment issues.

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CDE Joint Statement with Higher Education Released April 2

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CDE Joint Statement with Higher Education Released April 2

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COVID-19 Guidance for K–12 School Related to CALPADS Data Collection

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COVID-19 Guidance for K–12 School Related to CALPADS Data Collection

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FLASH #173 3/30/2020

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To: Local Educational Agency (LEA) Representatives

From: California Department of Education (CDE) -
California Longitudinal Pupil Achievement Data System (CALPADS) Team

Date: March 30, 2020

Subject: CALPADS Update FLASH #173
During this time the CDE places the highest priority on the health and safety of students and staff. We understand that LEAs would like specific guidance on data submission as it relates to the upcoming End-of-Year (EOY) submissions and we appreciate your dedication. The CDE continues to work with state leaders and the federal government to determine which data are required during these unusual times. To that end, this FLASH communicates what is known at this time.
COVID-19 Guidance and Resources

Information and resources regarding coronavirus (COVID-19) and California's response can be found on the CDE's homepage at https://www.cde.ca.gov/ls/he/hn/coronavirus.asp. LEAs are encouraged to check this page often, as it is updated on an ongoing basis. Recent posts provide guidance on distance learning, school meals, special education, and child care and student supervision.

In addition, Frequently Asked Questions (FAQs) specifically on closure of schools in response to COVID-19, Form J-13A, the reporting of attendance for apportionment, and instructional time can be found on the CDE's Website under Finance & Grants, Allocations & Apportionments at https://www.cde.ca.gov/fg/aa/pa/covidfaqs.asp.

Preliminary Federal Approval of Testing and Accountability Waivers for 2019-20 School Year

State Superintendent Tony Thurmond sent out a press release on March 27, 2020 announcing that California received preliminary federal approval to waive assessment accountability requirements for the 2019-20 school year. As part of the process, the CDE is holding a public comment period for all stakeholders and LEAs through April 15, 2020. The CDE will review the comments to help inform California's decisions moving forward about how best to support students and educators during this crisis. We will keep you informed of any decisions made with regard to the impact of this waiver on data collection and reporting.

COVID-19 Guidance for K-12 School Related to CALPADS Data Collection

The collection of data stems from state and federal reporting and accountability requirements, as well as operational needs. Therefore, any changes to the CALPADS EOY submissions that support mandated state and federal reporting and accountability requirements will depend on larger policy decisions and actions taken by the Governor, State Legislature, and the United States Department of Education. The CDE will communicate any impact to the CALPADS EOY submissions once the larger policy decisions are made.

With regard to operational needs, it is important for LEAs to continue to maintain CALPADS data, such as updating CALPADS with student enrollments and exits, even during school closures. The CDE has provided general guidance that LEAs should continue to communicate with students and their families during school closures and to provide opportunities for learning. During the course of these communications, LEAs (if staff are able to work) should continue to enroll new students and exit transferring students in their local student information systems, as applicable, update CALPADS with those enrollment/exits, and continue to resolve any concurrent enrollment anomalies within CALPADS. LEAs should continue to follow those enrollments with other student information that is known, through the Student Information (SINF), Student Program (SPRG), Student English Learner Acquisition (SELA), and Special Education (SPED) files.

With regard to collecting student attendance, the CDE has provided a series of FAQs specific to the reporting of attendance for apportionment purposes (refer to https://www.cde.ca.gov/fg/aa/pa/covidfaqs.asp). LEAs do not claim attendance for apportionment for days that schools are closed. Furthermore, per the FAQ, " Although LEAs are encouraged to provide independent study or other types of distance learning to the extent possible while closed, no attendance for apportionment should be claimed for days that school was closed." The collection of chronic absenteeism data in CALPADS through the Student Attendance Summary (STAS) file is based on the attendance data LEAs collect for apportionment purposes, and the CDE is not requiring any changes to how attendance data is collected. Therefore, LEAs are not expected to collect "attendance" for chronic absenteeism purposes during school closures, even if distance learning instruction is occurring. The CDE also recognizes that the COVID-19 may have impacted student attendance prior to the school closures and will likely continue to impact student attendance should schools reopen this year. As noted above, the collection of chronic absenteeism data in the CALPADS EOY submission, and any adjustments to how the metric is calculated based on the data collected, are larger policy decisions that have yet to be determined.

Last Reviewed: Wednesday, April 1, 2020

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To: Local Educational Agency (LEA) Representatives From: California Department of Education (CDE) - California Longitudinal Pupil Achievement Data System (CALPADS) Team Date: March 30, 2020 Subject: CALPADS Update FLASH #173 During this time the CDE places the highest priority on the health and safety of students and staff.

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The Association of Independent California Colleges and Universities (AICCU) Response

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The Association of Independent California Colleges and Universities (AICCU) Response

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Free through May 15, 2020. CEUs available

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Webinar Series | American School Counselor Association (ASCA)

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Impacts on CSU Undergraduate Admission Policies

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Impacts on CSU Undergraduate Admission Policies

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Class of 2020 and 2021

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Resources for parents, students, and educators

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VCUSD Mental Health and Social Emotional Learning Resources for Parents, Kids, and Educators

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VCUSD Template with instructions on electronic device distribution

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VCUSD Template with instructions on electronic device distribution

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Information for Fall 2020 admitted students and Prospective students. Additional Resource: https://www.cde.ca.gov/ls/he/hn/documents/ucadmissionscovid19.pdf

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Pass (P) or Credit (CR) grades earned in spring, summer, and fall 2020, as well as spring and summer 2021, will meet A-G requirements for any student who was enrolled in high school during the 2019-20 and 2020-21 academic years. This includes students currently enrolled in 9th, 10th, 11th, and 12th grades.

Our campus admission offices are mindful of the many obstacles students and schools alike are currently facing. Nonetheless, UC strongly encourages potential applicants to take, whenever possible, A-G courses for letter grades, especially those in English and mathematics, as well as those in prospective major fields.

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Pass (P) or Credit (CR) grades earned in spring, summer, and fall 2020, as well as spring and summer 2021, will meet A-G requirements for any student who was enrolled in high school during the 2019-20 and 2020-21 academic years. This includes students currently enrolled in 9th, 10th, 11th, and 12th grades.

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SSPI Letter to Superintendents 3/31/2020

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SSPI Letter to Superintendents 3/31/2020

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New Guidance on Grades and Graduation for Seniors 4/1/2020

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New Guidance on Grades and Graduation for Seniors 4/1/2020

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California Department of Education
News Release

California Department of Education
News Release

SACRAMENTO-State Superintendent of Public Instruction Tony Thurmond announced today that the California Department of Education (CDE) and the California State Board of Education (SBE) have issued new guidance on graduation requirements and grading for seniors. The guidance is based on feedback from local education agencies, and was produced in collaboration and alignment with higher education institutions.

"We are thinking of our seniors and the impact that the current COVID-19 public health emergency and subsequent physical closure of schools has had on them, and we hope that this guidance will help relieve some stress and anxiety," said Thurmond. "We are doing everything we can to support all our schools and students, and will continue to address seniors' needs going forward."

"All seniors who are on track for graduation should be able to graduate," said State Board of Education President Linda Darling-Hammond. "This new guidance further illustrates how students can and should be held harmless in grading, and how their work can be acknowledged."

The guidance addresses A-G requirements and provides admissions updates for higher education for both current seniors and juniors.

For example, colleges have agreed to accept credit/no-credit or pass/fail grading where districts have decided to use it for A-G courses and other courses without impact on grade point averages. California is also extending flexibility on a wide range of issues, including testing requirements, timing of transcripts, and considerations about financial aid.

The CDE continues working with the University of California, California State University, community college system, and private and non-profit universities on solutions to many ongoing college admissions challenges.

Please find the grades and graduation guidance document as well as more school information and resources regarding coronavirus on the CDE's COVID-19 web page.

# # # #

Tony Thurmond - State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Wednesday, April 1, 2020

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New Guidance on Grades and Graduation Announced - Year 2020 (CA Dept of Education)

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California Department of EducationNews Release California Department of EducationNews Release SACRAMENTO-State Superintendent of Public Instruction Tony Thurmond announced today that the California Department of Education (CDE) and the California State Board of Education (SBE) have issued new guidance on graduation requirements and grading for seniors.

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First Apportionment for the SB 117 COVID-19 LEA Response Funds 

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First Apportionment for the SB 117 COVID-19 LEA Response Funds 

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Fiscal Year 2019–20

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Coronavirus (COVID-19) Main Web Page
Dear County Superintendents of Schools:

This apportionment, in the amount of $100,000,000, is made from the General Fund as provided by Section 9 of Senate Bill 117 (Chapter 3, Statutes of 2020) to local educational agencies (LEAs) in support of the SB 117 COVID-19 LEA Response Funds (SB 117 Funds). This apportionment reflects 100 percent of available funds.

Funding is allocated to each county office of education, school district, and charter school (both local and direct funded) on the basis of average daily attendance (ADA), excluding charter school nonclassroom based (NCB) ADA, funded as of the 2019-20 First Principal Apportionment. Each state special school is funded on an ADA equivalent factor equal to 97 percent of each state special school's total enrollment count certified in the California Longitudinal Pupil Achievement Data System (CALPADS) as of the 2019-20 Fall 1 Submission. Each LEA, excluding charter schools that generate 100 percent NCB ADA, received a minimum funding allocation of $250 and had to be operational as of March 4, 2020.

SB 117 Funds are allowed to be used for costs associated with maintaining nutrition services, cleaning and disinfecting facilities, personal protective equipment, and materials necessary to provide students with opportunities for distance learning. The priority for these funds is health and safety needs for LEAs, including for student meal access, during COVID-19 closure periods. Due to the emergency nature of these funds, the funding allocation formula and allowable uses of funds contained in this letter may not closely align with the appropriation language in Section 9 of Senate Bill 117, but are in concurrence with the Department of Finance and the Legislature. Clean-up language will be forthcoming in future legislation.

County superintendents of schools were notified of this apportionment by email via their CDEfisc email addresses. The California Department of Education (CDE) requests that the CDEfisc email be forwarded to all school districts and charter schools in each county. A link to this letter and the accompanying apportionment schedule is posted on CDE's Categorical Programs web page at https://www.cde.ca.gov/fg/aa/ca/, under the program title "SB 117 COVID-19 LEA Response Funds."

Warrants will be mailed to each county treasurer approximately one week from the date of this letter. For standardized account code structure coding, use Resource Code 7388, SB 117 COVID-19 LEA Response Funds, and Revenue Object Code 8590, All Other State Revenue.

If you have any questions regarding this apportionment, please contact Julie Klein Briggs, Fiscal Consultant, Categorical Allocations and Audit Resolution Office, by email at jbriggs@cde.ca.gov.

Sincerely,

Elizabeth Dearstyne, Director
School Fiscal Services Division

ED:th

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Coronavirus (COVID-19) Main Web Page Dear County Superintendents of Schools: This apportionment, in the amount of $100,000,000, is made from the General Fund as provided by Section 9 of Senate Bill 117 (Chapter 3, Statutes of 2020) to local educational agencies (LEAs) in support of the SB 117 COVID-19 LEA Response Funds (SB 117 Funds).

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Virtual College Tours, Virtual Reality Education

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Experience 1,000+ colleges & universities in virtual reality. Narrow your college choices with the best virtual experiences of schools worldwide.

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Copyright © Regents of the University of California

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Virtual Career Exploration and College Searches

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Virtual Career Exploration and College Searches

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BigFuture | Find the Best College for You

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Videos sorted by career type

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Ideas for Online clubs and student networking

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Ideas for Online clubs and student networking

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Socialization for Online School Student Success

At Laurel Springs School, our College Prep courses , dynamic learning opportunities, and one-to-one connections with teachers cater to the interests of the students within our academic community. Found at the heart of our virtual campus is a vibrant, 21st century social community composed of social and academic clubs, virtual field trips, and a private social network.

Online Clubs

Laurel Springs offers more than 30 online clubs for students to explore and discover their passions. Our clubs offer a relaxed, enjoyable experience led by a faculty or staff member who shares the students' passion for the topic. Shared interests coupled with respectful, engaging social opportunities deepen relationships and provide of our online private school students with the opportunity to collaborate and socialize. At monthly meetings and smaller group gatherings, students use virtual classrooms that promote media and technology literacy allowing for collaboration via presentation, vocal, and visual communication using microphones and webcams, as well as video and other media.

Scrubs Club

TED-Ed Speech Club

Virtual Field Trips

K-8th Grade Virtual Field Trips
Students join LSS faculty and Learn Around the World GeoShow host Brandon Hall treks around the world using live video footage; Google Earth; and multi-media components on the Zoom platform. In addition, students can ask questions via chat and engage in a lively question session using the Kahoot app. These developmentally appropriate virtual field trips for K-8th graders are offered every other month from September-April. Students have trekked through the Sacred Monkey Forest in Indonesia, followed the many miles of the Monarch butterfly migration to a habitat in Mexico, scaled a volcano in Guatemala, and even strolled the Brooklyn Bridge in all its historical glory. Future trips around the globe are planned at the beginning of each school year so students can save the dates!

K-12 Grade Virtual Field Trips
Virtual Field Trips for K-12 graders are offered at least once a month from September-May, with additional spontaneous, valuable, pop up trips. Students join LSS faculty and hosts from Exploring By the Seat of Your Pants using a YouTube live link. National Geographic explorers, adventurers, photographers and scientists share passions and information in real time from locations around the world. Student participants can ask direct questions via chat box, and/or have an LSS representative ask student questions on camera with other classrooms around the world. Shark Day from Cook Islands Sanctuary has been the most popular virtual field trip to date. Students have also been spelunking in the Rising Star Caves of South Africa, hunted hurricanes with NOAA scientists; and chased after penguins in Antarctica. Quality, global opportunities are planned at the beginning of each month.

Private Social Network

Beginning in 7th grade, Laurel Springs offers its students and families the opportunity to collaborate and make friends within a secure social network environment. Within this private social network, students may:

Participate in online clubs and find new friends

Pair up with study buddies

Post blog updates regarding their portfolio coursework and share their creative expressions

This private social network is a wonderful way for students to form lasting friendships based on mutual interests and respect that spans state and national boundaries. Students share their thoughts, feelings, and creativity through blogs, forums, and discussion threads. The social network is a valuable tool that creates empathy, compassion, and understanding, as well as promotes academic collaboration.

Contact us if you have inquiries about our online socialization offerings.

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Online School Socialization | Online Clubs & Field Trips

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At Laurel Springs School, our College Prep courses , dynamic learning opportunities, and one-to-one connections with teachers cater to the interests of the students within our academic community. Found at the heart of our virtual campus is a vibrant, 21st century social community composed of social and academic clubs, virtual field trips, and a private social network.

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Virtual School Counseling Resource Guide

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Virtual School Counseling Resource Guide

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Virtual School Counseling Resource Guide

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Sample Letter to high school students from School Counselor

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Sample Letter to high school students from School Counselor

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by grade level

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Sample letter to high school students from Counselor (by grade level)

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Video

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With advancing technology, virtual schools are becoming more widespread. Hear about the online educational landscape, including common reasons students choose to attend virtual schools. Explore how various technologies are utilized in virtual school settings to students' academic, career and social/emotional needs and how to implement comprehensive school counseling programs in virtual school settings. Download accompanying handouts.
Learning objectives:
After viewing this webinar participant should be able to:

1. Describe the landscape related to school counseling in a virtual school, including the types of programs and schools available to students

2. Identify and discuss the technologies available to deliver a comprehensive school counseling program across the four ASCA domains in a virtual educational setting

3. Describe recent research on how school counselors in all settings are using online technologies to meet students' needs

4. Identify the benefits and limitations inherent in an online counseling environment, including the use of protocols to address urgent situations that may occur in virtual school settings

Presenter:
Tracy Steele. Director of Counseling, Stanford Online High School, ohs.stanford.edu

Original air date: Oct. 3, 2017

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With advancing technology, virtual schools are becoming more widespread. Hear about the online educational landscape, including common reasons students choose to attend virtual schools. Explore how various technologies are utilized in virtual school settings to students' academic, career and social/emotional needs and how to implement comprehensive school counseling programs in virtual school settings.

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Accessible Resources for Student Learning

The following resources are recommendations to support the continuity of teaching and learning for schools in the K-12 setting in the event of extended student absence or school dismissal. For additional guidance, please see the U.S. Department of Education's Recommendations concerning this topic.

Multiple Content Areas

KHAN Academy

Platform provides K-12 students with tutorials and practice problems for mathematics, history, and arts.

Parents will need to create a user name and password.

All subject matter is organized for use in the form of high quality videos that are pulled from all subject areas.

Math

Science

History-Social Science

California Department of Education

Visit your school's website for access to the curriculum links and the online learning websites that the district is using with their students.

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Health and Wellness / Continuity of Teaching and Learning

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The following resources are recommendations to support the continuity of teaching and learning for schools in the K-12 setting in the event of extended student absence or school dismissal. For additional guidance, please see the U.S. Department of Education's Recommendations concerning this topic.

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SFUSD Student and Family Learning Resources

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SFUSD Student and Family Learning Resources

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The SFUSD Digital Backpack is a collection of tools that have been vetted for safety and privacy. Backpacks are personalized for each student based on their school and grade. Everything is accessed from clever.sfusd.edu - just click the "Log in with Google" button using your child's SFUSD Google ID and password (or K-3 students can use scannable badges to log in).

If you don't have your child's SFUSD Google login, you are now able to find their username and password through ParentVUE: portal.sfusd.edu. If you need help accessing your ParentVUE account, please submit a request via bit.ly/familyportalhelp.

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The SFUSD Digital Backpack is a collection of tools that have been vetted for safety and privacy. Backpacks are personalized for each student based on their school and grade. Everything is accessed from clever.sfusd.edu - just click the "Log in with Google" button using your child's SFUSD Google ID and password (or K-3 students can use scannable badges to log in).

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Update regarding PL and planning days

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En Español Directions to Access Google Classroom

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En Español Directions to Access Google Classroom

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FSUSD aprendizaje de distancia sugerencias para las familias 

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En Español Google classroom guide for Families

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En Español Google classroom guide for Families

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2020 FSUSD Guía familiar para utilizar Google Classroom

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2020 FSUSD Family Guide to Google Classroom

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

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

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Features examples and links to district resources across the state

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Student Zoom Instructions: Logging in from Any Computer

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Student Zoom Instructions: Logging in from Any Computer

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Student Zoom Instructions: Logging in from Any Computer

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Supplemental resources

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Sample letter to parents regarding digital learning instructions

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Sample letter to parents regarding digital learning instructions

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Tips For Parents on Supporting Your Student in Navigating Google Classroom

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Tips For Parents on Supporting Your Student in Navigating Google Classroom

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Additional Resources for Guardians in supporting Distance Learning

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Additional Resources for Guardians in supporting Distance Learning

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Additional Resources for Guardians in supporting Distance Learning

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An on going list of information about changes in college admission events, deposit dates, and more

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NACAC's College Admission Status Update is a central resource of information about changes in college admission as a result of the coronavirus outbreak.

The chart below includes information provided to NACAC by colleges and universities worldwide. You'll find information on each institution's plans and policies for admission events; for consideration of high school transcripts and standardized test scores; for decision and deposit dates; for fall tuition and registration plans; and more.

This resource was first released on March 17. It was updated on April 20 with additional questions and responses from institutions. To use this resource:

Select the "+" symbol next to any category in the chart below to narrow the results.

To sort alphabetically by college, click on "Institutions."

To view a particular college's information, click on that institution's name in the left column. Their results will appear in the right column.

This tool is updated within one business day as new responses are received. To export a copy of these results, click on the three elipses in the upper right corner of this downloadable version.
Our thanks to the many institutions who are participating in this initiative to support counselors, students, families, and the profession as a whole as we grapple with substantial disruptions in the academic year. Institutions can use this form to provide information about admission-related changes. To update information whenever programs or policies at your institution change, simply re-submit the form. Please coordinate with your colleagues to ensure accurate information is coming to NACAC from a single point of contact.

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coronavirus college admission dates deadlines tool deposits

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National Association for College Admission Counseling- NACAC College Admission Status Update During the Coronavirus Outbreak

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NACAC's College Admission Status Update is a central resource of information about changes in college admission as a result of the coronavirus outbreak. The chart below includes information provided to NACAC by colleges and universities worldwide.

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Free C-STEM Resources for Distance Learning Math with Coding and Robotics for K-12 educators

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Free C-STEM Resources for Distance Learning Math with Coding and Robotics for K-12 educators

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Site includes an option to enroll in free distance learning resource virtual training

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Due to Coronavirus COVID-19, many schools nationwide are closed. Anticipating a prolonged shutdown, California Department of Education suggests that " districts must immediately create a plan for distance learning. " Collaborating with our partners, the UC Davis C-STEM Center is stepping up to this unprecedented challenge and committing to helping K-12 schools across the country with this difficult transition by providing many of our resources free of charge to schools and districts. All K-12 teachers and students affected by closures can get free access to RoboBlockly, C-STEM Studio, and Ch Professional for learning math and CS with robotics. In addition, verified C-STEM Districts can receive free access to C-STEM's distance learning compatible and common core compliant math with computing and robotics curriculum.
K-12 C-STEM Math-ICT Curriculum

C-STEM Math-ICT curriculum provides students with up to 13 years of experience learning math with computing and robotics. Through this computer-based curriculum teachers can seamlessly conduct distance learning of core math classes. C-STEM curriculum integrates computer programming and robotics into math for a well-rounded, engaging experience that does not require in-person interactions.

Teachers can easily provide students with assignments and activities online with full access to RoboBlockly for learning K-11 math and CS with robotics, and its Classroom Management System
Try RoboBlockly

Students can continue learning grade 5-11 math with coding and robotics using their own Windows or Mac computer at home with C-STEM Studio and Ch Professional

Video Lessons

Video lessons allow teachers to learn how to use RoboBlockly, C-STEM Studio, Ch Professional, and RoboSim from their home computer or tablet.
Watch the Videos

Webinar Series
C-STEM Distance Learning Webinar Series will help guide teachers through the transition to distance learning for their students.

Click here to register for C-STEM Distance Learning Resources
Please register for our free Webinars to learn how to bring C-STEM distance learning resources to your classroom.

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Due to Coronavirus COVID-19, many schools nationwide are closed. Anticipating a prolonged shutdown, California Department of Education suggests that " districts must immediately create a plan for distance learning.

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FSUSD Sample Distance Learning School Schedule

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FSUSD Sample Distance Learning School Schedule

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Sample Distance Learning School Schedule (1)

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Secondary

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Distance Learning Plan for Secondary (1)

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Elementary

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Distance Learning Plan for Elementary (1)

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8-day template for Teachers

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EMHS Distance Learning Planning Template for Remote Instruction-8 Days

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Home " Coronavirus Resources for Schools " EMHS Distance Learning Planning Template for Remote Instruction-8 Days

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Center on Reinventing Public Education (CRPE), a research center based at the University of Washington Bothell

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Center on Reinventing Public Education (CRPE), a research center based at the University of Washington Bothell

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National database compilation of districts' plans for distance learning

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District Responses to COVID-19 School Closures

More than 100,000 public schools across the country have closed in response to the COVID-19 pandemic. Many are expected to remain closed for weeks, and in some cases, for the remainder of the 2019-2020 school year. This project will track how districts shift instruction, student support, and organizational operations.

States, districts, and charter school management organizations face hard and quick decisions about how to manage these closures. This project attempts to provide transparency so decision-makers can find solutions as quickly as possible.

For our first iteration of this database, we searched for as many district publicly posted plans as we could find via the Council of the Great City Schools, Chiefs for Change, and crowdsourced recommendations. (Please note that this is not a representative sample.) From there, we reviewed the 46 districts represented here, aiming for a range in size and geography.

We will update this database continuously, and will keep adding districts and metrics studied. This is a preliminary review of only publicly available information from district websites and media reports, which are changing hourly. It is not exhaustive, and district plans continue to evolve rapidly as we collect data.

We strive to provide information that is accurate, complete, and current, but we realize district plans are changing rapidly. If you have direct knowledge of a school system's digital learning plans, or see information in our database that needs updating, please contact CRPE Editorial Director Travis Pillow, tpillow@uw.edu.

The database was compiled by Lisa Chu, Bree Dusseault, Sean Gill, Georgia Heyward, Sarah McCann, Lane McKittrick, Alice Opalka, and Steven Wilson.

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COVID-19 School Closures | Center on Reinventing Public Education

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District Responses to COVID-19 School ClosuresMore than 100,000 public schools across the country have closed in response to the COVID-19 pandemic. Many are expected to remain closed for weeks, and in some cases, for the remainder of the 2019-2020 school year. This project will track how districts shift instruction, student support, and organizational operations.

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Resources for administrators and teachers

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Home " Coronavirus Resources for Schools " COVID-19 Distance Learning Resources

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Collective bargaining agreements for additional, expanded, or modified leave entitlements.

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Home " Coronavirus Resources for Schools " COVID-19 Leave Chart - FINAL

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Advanced Placement Live Review Videos Schedule

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Advanced Placement Live Review Videos Schedule

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Advanced Placement Exam Review Materials

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AP gives students the chance to tackle college-level work while they're still in high school-whether they're learning online or in the classroom. And through taking AP Exams, students can earn college credit and placement.

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Advanced Placement® (AP) – The College Board

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AP gives students the chance to tackle college-level work while still in high school and earn college credit and placement.

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2020 Advanced Placement Administration Updates and Posts

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2020 Advanced Placement Administration Updates and Posts

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AP gives students the chance to tackle college-level work while they're still in high school-whether they're learning online or in the classroom. And through taking AP Exams, students can earn college credit and placement.

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Advanced Placement® (AP) – The College Board

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AP gives students the chance to tackle college-level work while still in high school and earn college credit and placement.

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Free use, both for schools/ districts and for parents to sign up. ST Math has limited to no language requirements, making it an option for populations who are linguistically diverse

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There is a science to learning. Just as learning to read has shifted to a phonics-first approach and learning science has shifted to hands-on experiments, there is opportunity to drive learning mathematics with science. Applying neuroscience research about how our brains learn, combined with innovations in technology and pedagogy, is highly effective.

Our PreK-8 program, ST Math, can make a positive impact for students as we work to accelerate learning.

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Accelerate learning using ST Math, a neuroscience-driven approach to learning math, and explore resources available to keep your students on track!

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Draw along with the author of “the pigeon” books

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A comprehensive list of links from California Region Arts’ Leads divided by different Arts disciplines (dance, music, theatre, visual arts, media arts, SEL)

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COVID-19 Resources for The Arts Classrooms

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Curated collection of virtual tours, art pieces, and educational articles

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

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K-12 lessons, activities, and podcasts

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How do I prepare for teaching online classes? What resources should I send my students? What PD makes the most sense when I'm at home?

AOEU's is to "grow amazing art teachers... at every stage of their career." Needless to say, this is a particularly difficult stage of every art teacher's career. As such, AOEU is providing this page as a central hub for art educators to answer these questions and curate relevant ideas and opportunities to help you optimize during this time.

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How AOEU Can Help You Through The Coronavirus - The Art of Education University

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How do I prepare for teaching online classes? What resources should I send my students? What PD makes the most sense when I'm at home? AOEU's is to "grow amazing art teachers... at every stage of their career." Needless to say, this is a particularly difficult stage of every art teacher's career.

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Non-fiction - magazines, articles

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Este insecto, cuyo nombre ostenta su tamaño, es el más grande del que se tenga registro. Vivió en el Paleozoico y alcanzó hasta 71 centímetros. Para tranquilidad de la mayoría, los insectos de nuestro...

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National Geographic En Español - National Geographic en Español

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Sitio oficial de National Geographic en Español - Fotografía, ciencia, espacio, naturaleza, viajes. Inspiración para cuidar el planeta.

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Learn new world languages - language lessons

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Unlock Your Language Potential: Learn Any Language with Ease!

Are you dreaming of effortlessly speaking a new language? LingoHut can make your dream a reality! Our online language learning program offers comprehensive tools to help you succeed in learning a new language for personal or professional reasons. Our program features practical exercises, games, and real-life phrases to help you master proper pronunciation and build your vocabulary. Don't let language barriers hinder your progress anymore. With LingoHut, you can unlock your language potential and open up a world of new opportunities! Start your language learning journey with LingoHut today.

Master a New Language at LingoHut: Your Passport to a World of Opportunities!

Are you a student looking to expand your language skills to improve your grade or future job prospects? Are you planning to travel and immerse yourself in a foreign culture? Or perhaps you're a refugee seeking to connect with your new community? Look no further than LingoHut, the ultimate passport to a world of opportunities. Our user-friendly platform offers innovative language learning solutions, making it easier than ever to master a new language. With over 50 language options, including popular choices like Spanish, French, Italian and German, you can learn at your own pace and from your native language. Our personalized lesson plans ensure that you'll be speaking with confidence in no time, breaking down any language barriers that stand in your way. Best of all, there's no need to create an account or sign up to begin learning with LingoHut. Join us today and unlock a world of possibilities!

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Discover the easiest way to learn a new language with LingoHut. Our free platform is focused on building your vocabulary and mastering proper pronunciation, making it effortless for you to improve your language skills. Learn from your native language the most essential 50 languages from around the world.

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A national multimedia project that offers bilingual research-based information, activities, resources & advice for educators & families of emergent bilinguals

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A bilingual site for educators and families of English language learners

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A Round-Up of Multilingual Resources on COVID-19

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A Round-Up of Multilingual Resources on COVID-19

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Resources in various world languages

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A Round-Up of Multilingual Resources on COVID-19 | Switchboard

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Last updated: March 23, 2020. According to the Centers for Disease Control and Prevention (CDC), there is "an ongoing outbreak of respiratory disease caused by a novel (new) coronavirus that was first detected in China and which has now been detected in more than 100 locations internationally, including in the United States.

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Elementary Spanish resources for home learning

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Elementary Spanish resources for home learning

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List of many online and offline resources both in Spanish and for teaching Spanish

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With the current health situation world wide bringing school closure in some places, some teachers have been advised to come up with plans and ideas students can do at home. I have put together a list of online and printable resources that teachers can share with their students. As language teachers, we all know that these types of resources can't ever replace the value of personal interaction and contact time with students, but in this situation, these resources can certainly come in handy and continue exposure to the language. I included printable resources and recommend teachers to put them together in packets just in case students don't have internet access at home. All of these resources have access to free materials.

Stay healthy,

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ELEMENTARY SPANISH RESOURCES FOR HOME LEARNING - FunForSpanishTeachers

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With the current health situation world wide bringing school closure in some places, some teachers have been advised to come up with plans and ideas students can do at home. I have put together a list of online and printable resources that teachers can share with their students.

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Spanish stories and lessons; stories have translation option

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Chicken Little

A modern adaptation of the classic tale: What happens when a completely normal chicken believes everything he reads on the internet? This story is written in the present tense, because it's a good thing to learn.

The Bird and the Whale

Our first ever original story, about a bird and a whale and their shared love of little fish. Inspired by a song by Tom Waits, and an episode of Adventure Time.

The Three Little Pigs

The classic tale of shoddy building materials, DIY folly, and the perils of emparedados de tocino (a.k.a bacon sandwiches). No pigs or wolves were harmed in the making of this story.

Goldilocks and the Three Bears

Why you should probably lock your door when you go out for a walk, even if you live en medio de un gran bosque. Why are the three bowls of sopa different temperatures when they were poured at the same time? Science, is why.

Little Red Riding Hood

A deeply troubling investigation into what happens when you let your children walk somewhere alone: Caperucita Roja eats fresas, picks margaritas and talks to el Gran Lobo Feroz on the way to Grandma's house. (Warning: Contains highly improbable medical scenes.)

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Spanish Children's Stories - The Spanish Experiment

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Well-known childrens stories translated into Spanish and spoken by a native Spanish speaker. Read along in Spanish or English. Great for adults too!

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Estados Unidos Mexicanos La Comisión Nacional de Libros de Texto Gratuito

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Estados Unidos Mexicanos La Comisión Nacional de Libros de Texto Gratuito

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Authentic Spanish digital books

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Rafael Checa #2 Dirección

Colonia San Ángel, Ciudad de México. C.P. 01000

(55) 54 81 04 00 Teléfono

Atención a la ciudadanía:
Comisión Nacional de Libros de Texto Gratuitos

Mail
info@conaliteg.gob.mx

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Rafael Checa #2 Dirección Colonia San Ángel, Ciudad de México. C.P. 01000 (55) 54 81 04 00 Teléfono Atención a la ciudadanía:Comisión Nacional de Libros de Texto Gratuitos Mail info@conaliteg.gob.mx

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Digital books in English & Spanish

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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Digital books in various languages

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ICDL - International Children’s Digital Library

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Science Distance Learning Resources for TK-2nd Grade

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Science Distance Learning Resources for TK-2nd Grade

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Science Distance Learning Resources for 3rd-5th Grade

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Science Distance Learning Resources for 3rd-5th Grade

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Science Distance Learning Resources for 6th-8th Grade

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Science Distance Learning Resources for 6th-8th Grade

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Science Distance Learning Resources for HS

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Science Distance Learning Resources for HS

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Resources from Stanislaus and San Joaquin COEs 

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Resources from Stanislaus and San Joaquin COEs 

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SCOE & SJCOE Online Learning Resources Teaching and Learning

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Content standards with definitions of what learning should look like at each grade with sample tasks & common misconceptions

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2013 Mathematics Framework Chapters - Mathematics Framework (CA Dept of Education)

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The State Board of Education adopted the Mathematics Framework on November 6, 2013.