|Full Report and Additional Materials at tsl.mit.edu/COVID19||Links to Key Resources|
Selected Excerpts from Guidance by Topic
|See EdWeek for a more recent guidance on gradudation reqs: https://www.edweek.org/ew/section/multimedia/data-how-is-coronavirus-changing-states-graduation-requirements.html|
Frequency Counts of SEA Statements and Resouces
|State Level COVID-19 Education Policy Guidance | Direct Correspondance to Justin Reich: firstname.lastname@example.org | Last Updated: 4/9/20||State Education Agency (SEA)||Link to SEA COVID-19 Page||Term Used for Remote Learning||Link to Primary Remote Learning Guidance||Remote Learning Guidance Date of Publication||Link to Guidance on Students with Disabilities||Guidance on Students with Disabilities Date of Publication||Selected Excerpts from Key Recommendations/ Principles for Remote Learning||Link to Source for Excerpt from Key Recommendations/ Principles for Remote Learning||Excerpt of SEA Recommendations for Provision of Special Education Services During School Closures||Excerpt from Statement about Equity Concerns||Link to Source for Excerpt of Equity Concerns||Excerpt from Statement about Digital/Non-digital Options for Remote Learning||Link to Source of Excerpt for Statement about Digital/Non-digital Options||Recommended Minimum/ Maximium Time for Remote Learning Activities (Grades K-6)||Recommended Minimum/ Maximium Time for Remote Learning Activities (Grades 7-12)||Excerpt of SEA Grading Recommendation||Excerpt of SEA Statement on Graduation Accommodation(s)||Does SEA have a COVID-19 education FAQ? (1=Yes; 0=No)||Does SEA provide a resource list? (1=Yes; 0=No)||Does SEA provide a checklist, template, or form? (1=Yes; 0=No)||Does SEA provide a sample syllabi, units, or lessons? (1=Yes; 0=No)||What is the status of statewide assessments? (1=Inital Federal Waiver; 0=Otherwise)||Does the SEA make a statement about concern for the provision of special education services? (1=Yes; 0=No)||Does the SEA reference federal guidance on providing special education services during school closures? (1=Yes; 0=No)||Does SEA make a statement that learning should or must continue? (1=Yes; 0=No)||Does SEA make a statement that schools/districts should be concerned with the mental and/or physical welfare of children (1=Yes; 0=No)||Does the SEA make a statement about equity concerns in the implementation of remote learning? (1=Yes; 0=No)||Does the SEA make a statement about digital vs. non-digital options for remote learning? (1=Yes; 0=No)||Does the SEA provide guidance on whether learning should focus on enrichment/review, teaching new material, either or both? (1=Yes; 0=No)||Link to Source for Excerpt on SEA's Statement on Learning for Enrichment/Review vs. Teaching New Material||Does the SEA provide a statement about graduation accommodations? (1=Yes; 0=No)||Does the SEA provide recommendation(s) for grading policy? (1=Yes; 0=No)||Does the SEA make a statement about serving English learner students and/or providing translated materials to families? (1=Yes; 0=No)||Does the SEA make a statement, a warning, or provide guidance about syncronous meetings? (1=Yes; 0=No)||Does the SEA require local education agencies (LEAs) to submit a remote learning plan, form, or waiver to the state? (1=Yes; 0=No)||Does the SEA mention involvement of the state's public broadcasting service (PBS) in remote learning? (1=Yes; 0=No)||Does the SEA make a statement about student privacy concerns (e.g. by referring to FERPA, COPPA)? (1=Yes; 0=No)||Does the SEA translate policy, materials for families, or provide translation examples? (1=Yes; 0=No)||Did the SEA include stakeholders (e.g. teacher's union, superintendents, parent-teacher association) as co-signatories on their remote learning guidance? (1=Yes; 0=No)|
|Data released under a CC:BY license; Comments are enabled, please make suggestions or corrections||Recommended citation: Justin Reich et al. (2020) COVID-19 State Education Agency Remote Learning Guidance. [Data Set] retreived from bit.ly/StateEdCOVID||Please do not use these data to publish rankings. These data are not suitable to use for rankings.||Please see our cautions on page 4 in the full report: https://edarxiv.org/437e2||“When examining these data, we discourage readers from inferring that an absence of guidance from a particular state on a particular issue represents an absence of concern from those state policymakers on that issue."|
|Alabama||Alabama State Department of Education||https://www.alsde.edu/covid-19||Virtual Learning|
Academic & Technical Guidance for Emergency End-of-Year School Closures Manual
|March 27||SES Services - 3.27.20||March 27|
Emphasis on content provider for comprehensive curriculum solutions
|https://www.alsde.edu/COVID19%20Updates/ALSDE%20Academic%20And%20Technical%20Guidance%20Emergency%20School%20Year%20Closures%20Manual%20FINAL%203-30-20.pdf||Make every effort to provide services for all students with disabilities, including students with 504 plans, and maintain appropriate documentation to support all efforts; Assure that students with disabilities will not be excluded from participating in courses;||N/A||N/A|
There are many different options that districts can employ based on the 2019-2020 Local Education Agency Academic Continuity Plan. This plan will be due by April 3, 2020. Local school districts can refer to the ALSDE Academic & Technical Guidance for Emergency End-of-Year School Closures Manual for further guidance.
|https://www.alsde.edu/COVID19%20Updates/QuestionsfromSuperintendents3-27-20.pdf||N/A||N/A||K-8 pass/fail; all carnegie unit courses require a grade: Exam or assessment of standards; 3rd quart grades as final; average 1st 3 quarters with 4th quarter assignments; End of course assessment averaged with 1st three quarters; students on track to fail must get immediate (not summer access) to credit recovery: https://www.alsde.edu/COVID19%20Updates/ALSDE%202019-2020%20LEA%20Academic%20Continuity%20Plan_Final.pdf||Good standing as of closure, graduates: Seniors who are on track to graduate and in good standing as of the 3rd nine weeks reporting period will be considered “as meeting the graduation requirements” for Alabama. Credit recovery options offered right away for students not on track||1||1||0||0||1||1||1||1||1||0||1||0||https://www.alsde.edu/COVID19%20Updates/SchoolClosureUpdatesTechnicalGuidanceUPDATED3-20-2020.pdf||1||1||1||0||1||1||0||1||0|
Alaska Department of Education and Early Development
|Distance Learning||AK Learns||March 20||Special Education - FAQ||March 18||N/A||N/A||During a school closure, accommodations must be made for the delivery of services to all students, including students receiving special education services. These service plans will be very different from student to student, despite limitations of the resources necessary to carry out services. The status of “medical closure” is pending more information.||N/A||N/A||N/A||N/A||N/A||N/A||N/A||N/A||0||1||0||0||1||1||1||1||1||0||0||0||N/A||0||0||0||0||1||0||0||0||0|
|Arizona||Arizona Department of Education||https://www.azed.gov/communications/2020/03/10/guidance-to-schools-on-covid-19/||Continuity in Education||Guidance to Schools on COVID -19||March 17||SPED Guidance Covid 19||March 24|
School closure is NOT a complete shutdown of school operations and instructional obligations to students. During school closures, staff are still expected to engage in work-related activities, and students and families are expected to meet the instructional requirements of their teachers and schools.; Continue to deliver educational opportunities to the extent possible through remote learning and independent study, which may or may not include online learning or printed materials, among other options; • Provide school meals; and • Arrange for supervision of students during ordinary school hours.
|https://www.azed.gov/communications/files/2020/03/ADE-COVID19-FAQ-3.20.2020.pdf||N/A||N/A||N/A||N/A||N/A||N/A||N/A||N/A||During COVID-19 closures, we encourage schools and educators to collaborate to identify creative ways to support continued learning for high school seniors and those who are scheduled to graduate in Spring 2020||1||1||0||0||1||1||1||1||1||0||0||0||N/A||1||0||0||0||0||0||0||0||0|
|Arkansas||Arkansas Department of Education||http://dese.ade.arkansas.gov/divisions/communications/covid-19-information|
|Alternative Methods of Instruction (AMI)||Guidance for Schools Regarding COVID-19||March 20||SPED Guidance||March 25||Reduce scope to core classes||https://www.youtube.com/watch?v=8IQZilh0lS4&feature=youtu.be||The impact of AMI needs to be considered for each child based on his/her individual needs and how he/she will access the special education services and supports outlined in the Individualized Education Program (IEP). As the district plans for the continuation of AMI, educators need to ensure students with disabilities have equal access to curriculum as compared with their peers.||N/A||N/A||N/A||N/A||Schedules and planning show free blocks throughout the day||N/A||Option A) Process grades as normal. All setups are currently in place for this procedure. Semester grades will be processed as normal. Grades will be submitted for the fourth 9 weeks as normal during a typical grading period. No eSchool changes necessary. Option B) Schools may opt to carry the third 9 weeks grade to fourth 9 weeks and average the two 9 weeks grades to provide the semester grade. This process will require setup changes. A district’s eSchool admin should seek assistance from APSCN Field Support Technicians. Option C) Pass/Fail option. The district may issue a Pass/Fail type grade. The parameters of the pass/fail grade option will be defined by the district. This option will require setup changes in eSchool. This option will vary depending on the school district and will require assistance from eSchool Field Support Technicians. This option will require district personnel to enter a semester grade for each student. It is highly encouraged that this option be well planned prior to implementation by the district’s eSchool admin. and administration.||Good standing as of closure, graduates: Seniors who are on track to graduate and in good standing as of the 3rd nine weeks reporting period will be considered “as meeting the graduation requirements” for the state of Arkansas.||0||1||1||0||1||1||1||1||1||0||0||1||https://docs.google.com/document/d/14RyA1EPJ3jZ0Pt6gPyTLJ4onDCVpRBt-YtLMQVTcIt0/edit||1||1||0||0||0||1||0||1||0|
|California||California Department of Education||https://www.cde.ca.gov/ls/he/hn/coronavirus.asp||Distance Learning||Distance Learning||March 18||Special Education Guidance for COVID-19||March 20|
Set short- and long-term goals; assist teachers in developing course content, sequence, standards, and delivery; consider a continuum of derlivery option and methods, appropriate for the needs of your students; plan for how teachers can collaborate with one another.
|https://www.cde.ca.gov/ls/he/hn/distancelearning.asp||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.|
In these difficult times, we cannot lose track of the needs of our most disadvantaged students. LEAs will need to solve a variety of concerns about access, which this guidance seeks to support. Importantly, the California Constitution prohibits LEAs from requiring students to purchase devices or internet access, to provide their own devices, or otherwise pay a fee as a condition of accessing required course materials under the free schools guarantee. Additionally, California law requires that all students have access to standards-aligned textbooks or instructional materials in the core subjects, for use in class and to take home. This standard is grounded in the principle of equal educational opportunity under the California Constitution.
Distance learning may include video or audio instruction in which the primary mode of communication between the student and instructor is on-line interaction, instructional television, video, telecourses, or other instruction that relies on computer or communications technology. It may also include the use of print materials incorporating assignments that are the subject of written or oral feedback.
|Colorado||Colorado Department of Education||https://www.cde.state.co.us/safeschools|
COVID-19 Instructional Guidance for Colorado Schools and Districts
Appropriate Special Education and Related Services
Recognize the severe disruption and thus anxiety many people, including staff and students, are feeling at this time. This will impact teaching and learning. Families have different circumstances that will impact their ability to guide learning of students (work obligations, child care concerns, internet connectivity, access to devices, etc.) During this time, recognize the importance of local decision making to serve very diverse local needs. Emphasize relationships and support of one another in this new environment. Focus on essential learning and engagement for students; less is more. Be flexible and try to adapt when needs arise. Do your best to support all populations of students and spend more time focusing on students who will need educators most in this unprecedented time. Support and proactively communicate with teachers and staff as they navigate new methods and platforms for teaching students. Extend grace to all in these unique and trying times, especially as we work together to figure out the best ways forward.
|https://www.cde.state.co.us/safeschools/covid19-instructionalguidance||Schools must make every effort to provide appropriate special education and related services for students with disabilities. Districts may be flexible in determining how to provide these services and may determine other ways to meet the needs of students with disabilities based on the nature of a student's disability and individual needs of the student.|
Educational services should strive to include equitable access to instruction for all students. Equitable access does not require that all students receive instruction in the same format (e.g., online instruction). Districts should consider the individual learning needs of students in determining how to best meet individual needs.
Providing paper packets or other physical materials to students and families, including through the use of pick up and drop off points, per the current social distancing and other guidance from the public health department; Identifying project-based learning that can occur with resources families have at home and ways to use everyday activities as learning opportunities; Conducting check-ins, either one-on-one or in groups via phone or text; and/or Establishing a hotline for students to use in connecting with school personnel who can help troubleshoot or identify options. For students with smartphone access: Delivering instruction via podcast; and/or Sending or uploading student video recordings of presentations or performances to teachers for feedback.
|https://www.cde.state.co.us/safeschools/covid19-instructionalguidance#limitedaccess||N/A||N/A||N/A||Encouraging LEAs to accept all kinds of alternative learning experiences for credit towards graduation: https://www.cde.state.co.us/postsecondary/covid19-graduationconsiderations||1||1||0||0||1||1||1||1||1||1||1||0||N/A||1||0||1||0||0||0||1||0||0|
|Connecticut||Connecticut State Department of Education||https://portal.ct.gov/SDE/COVID19/COVID-19-Resources-for-Families-and-Educators||Distance Learning||Remote Learning||Various|
Special Education Guidance and Resources for COVID-19
|March 24||Staff Preparedness: How ready are educators to support online learning using current and possibly new tools to communicate and collaborate with students? Do educators have the devices, broadband connections, and skills needed to do so effectively outside of school? Consider that many teachers and administrators have families of their own who may be affected by school closures. What central office staff supports are available to assist educators before and during school closings?|
Student Preparedness: While survey data indicates that nearly three-quarters of high schools and more than half of middle schools in Connecticut run 1:1 computer programs, with devices dedicated to individual students, an estimated eight percent of K – 12 learners in our state do not have Internet connections at home. And many students — whether connected or not — have individualized education plans (IEPs), varying levels of language proficiency, and other situations that may make it difficult to shift to an online-only learning experience. How will schools support learners who need more intensive accommodations, with the goal of providing equal opportunities for all students? School leaders should consider a mix of online and analog (e.g., print) resources that students can leverage in both facilitated (if possible) as well as self-paced instruction.
Your Technology Toolset: Districts already have a set of tools they use to organize, facilitate, and assess learning. Typically these fall into “stacks,” such as Google Chromebooks paired with Google Classroom and the G Suite of collaboration apps. Other districts may use Microsoft, Apple, or other combinations of technologies, along with collections of digital books and apps that support specific learning objectives. Teachers may leverage general-purpose applications to record and share instructional videos with students. Work with your district’s technology and instructional leadership teams to identify the tools your staff and students are familiar with, and avoid introducing new tools at the last minute, if possible. Resources from a few of the major technology platforms appear below:
|https://portal.ct.gov/DAS/CTEdTech/Commission-for-Educational-Technology/Initiatives/Remote-Learning#GC||1.) address equity and access reqs by providing access to ""continued learning opportunities""; 2.) communicate with families; 3.) implement opportunities in relation to ""certain federal special education procedural reqs""|
Two philanthropic orgs have donated laptops and books to low-income households; laptops won't come until late Apr/early May
|https://portal.ct.gov/-/media/SDE/Digest/2019-20/Supt-Letter--Learn-from-Home-Taskforce-03-27-20-(1).pdf||N/A||N/A||N/A||N/A||N/A||Received waiver; appear to be deferring to LEAs||0||1||0||0||1||1||1||1||1||1||0||0||N/A||1||0||1||1||0||0||1||0||0|
|Delaware||Delaware Department of Education||https://www.doe.k12.de.us/covid19|
DOE Remote Learning Plan Guidance for Districts/Charters
Further Guidance Related to COVID-19: IDEA, Part B Provision of FAPE
Focus on wellness/safety, connections between staff and students, concern for equity, focus on critical outcomes
|https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/599/continuity_of_learning.pdf||Remote learning plans must include instruction for students with disabilities. DDOE understands that, during this national emergency, schools may not be able to provide all services in the same manner typically provided. While some schools might choose to safely, and in accordance with state law, provide certain IEP services to some students in-person, it may be unfeasible or unsafe for some institutions, during current emergency school closures, to provide hands-on physical therapy, occupational therapy, or tactile sign language educational services.|
Equity needs to be a top consideration in local planning efforts
"Remote learning is not synonymous with online learning. Remote learning can take place in a multitude of ways. Educators must be conscious of the effects of increased screen time and seek a balance between learning through technology and remote learning that happens offline to support students’ curiosity and understanding."
|https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/599/continuity_of_learning.pdf||PK: 30 min; K-1: 45 min; 2-3: 60 min; 4-5: 90 min||6-12: 30 min per teacher; max 3 hours||Recommend pass/fail; must take equity considerations into account; flexibility for LEAs||N/A||0||1||0||0||1||1||1||1||1||1||1||1||https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/599/continuity_of_learning.pdf||0||1||1||0||1||0||1||0||0|
|Florida||Florida Department of Education||http://www.fldoe.org/em-response/index.stml||Distance Learning||Florida Department of Education (FDOE) Q&A Guidance||March 17||N/A||March 17||N/A||N/A||"Each student with an IEP, or 504 plan, should be included in the school district’s instructional continuity plan to the same extent as all other students"; however, "school districts have flexibility for the remainder of the school year to provide alternative services or delay services in coordination with the student’s parents and IEP team."||N/A||N/A||N/A||N/A||N/A||N/A||Requirements for graduation and promotion, and final course grades will be evaluated as though those assessments which were cancelled did not exist.||Requirements for graduation and promotion, and final course grades will be evaluated as though those assessments which were cancelled did not exist.||1||1||0||0||1||1||1||1||0||0||0||0||N/A||1||0||0||1||1||1||1||0||0|
|Georgia||Georgia Department of Education||https://www.georgiainsights.com/coronavirus.html||Digital Learning; Online/Distance Learning|
Digital Learning Planning: Information for GA Public School Districts
|March 23||Digital Learning Resources||March 23|
Many decisions up to districts/counties. Positive framing: "Research shows that students can learn and often excel in virtual learning environments because of their interest in technology.” (p. 3). Professional development to help faculty and staff transition to the new demands of virtual learning (ex. Bus drivers transporting school nurses, hotspots, and bookmobiles)
|https://www.gadoe.org/External-Affairs-and-Policy/communications/Pages/Digital-Learning-Resources.aspx||Q&A for parents (https://www.georgiainsights.com/specialeducation.html); online training for teachers (https://gavirtualpd.catalog.instructure.com/)|
"Educational leaders must consider whether online distance learning solutions affect students equitably; they must adhere to IDEA/IEP requirements and should consider how students will connect to digital tools and access learning."
The Georgia Department of Education is advising school districts to develop a plan to continue student learning during school closures, if possible -- using resources such as study packets, cable access, virtual school/online classes, etc.
|https://www.gadoe.org/External-Affairs-and-Policy/communications/Pages/Digital-Learning-Resources.aspx||N/A||N/A||"Superintendent Woods will recommend a package of waivers for school districts, including suspension of the 20% course grade requirement for the Georgia Milestones EOC" source: https://www.gadoe.org/External-Affairs-and-Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=755||GaDOE has issued guidance to school districts to ensure no senior will be held back from graduating on time due to the COVID-19 school closures.||1||1||0||0||1||1||1||1||1||1||1||0||N/A||1||1||0||0||0||1||1||0||0|
|Hawaii||Hawaii State Department of Education||http://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/COVID-19-Information-Updates.aspx||Continuous Learning||HIDOE At-home Learning Choice Boards||N/A|
How school closure impact your child with a disability
Enrichment: HIDOE and charter schools will be sending out information about enrichment opportunities, including online resources and instructional packets. We encourage you to look out for information from your child’s school and teachers.
|http://www.hawaiipublicschools.org/DOE%20Forms/Emergencies/2020-03-24-Extended-Closure-LTP.pdf||When all students are provided educational opportunities, the schools must implement, to the greatest extent possible, special education and related services. Schools may not be able to provide all of a child’s services in the same manner typically provided.||N/A||N/A|
Options at each gr level for offline, online, and interactive learning
|https://docs.google.com/document/d/1zaG5lQzDwdJQ7PHWU-UmV0-uvrbuSHEVWneJpEjqOPQ/edit||N/A||N/A||None- Work packets will not be graded, but many teachers are identifying unique ways to provide feedback to students||Waiver notice: http://www.hawaiipublicschools.org/DOE%20Forms/Emergencies/2020-03-27-GraduationUpdateRelease.pdf||1||1||0||0||1||1||0||1||1||0||1||0||N/A||1||0||0||0||0||0||0||0||0|
|Idaho||Idaho State Department of Education||https://coronavirus.idaho.gov/resources-for-schools/||Distance Learning||Resources for Schools||N/A|
Guidelines for Providing Special Education Services During the COVID-19 Pandemic
|March 24||N/A||N/A||It is extremely important for families and schools to collaborate and communicate regarding services for students with disabilities.||N/A||N/A||N/A||N/A||4 hours minimum for a full day of online learning attendance||4 hours minimum for a full day of online learning attendance||N/A||N/A||1||1||1||0||1||1||1||1||0||0||0||0||https://www.idahodigitallearning.org/eday2020/||0||0||0||0||0||0||0||0||0|
|Illinois||Illinois State Board of Education||https://www.isbe.net/Pages/covid19.aspx||Remote Learning||ISBE Guidance to Schools and Districts||March 27|
Remote Learning Recommendations During COVID-19 Emergency
As educators work to implement these recommendations, we call upon everyone to assume flexibility and grace for all. At this moment, we will all need to model resilience, critical and creative thinking, thoughtful responsiveness, and empathy to ensure that students continue to grow personally, academically, and linguistically." (p. 1)
|https://www.isbe.net/Documents/FAQ-3-27-20.pdf||"Students with disabilities are particularly vulnerable during times of disruption and change. To ensure ongoing growth and progress, districts should focus their planning efforts on how to continue serving these students to the greatest extent practicable by tailoring remote learning that provides educational benefits to students with disabilities. All decisions regarding special education must comply with guidance from the U.S. Department of Education."|
"Suggesting minimum thresholds of what should be offered for all students from an equity standpoint" (p. 7); a few other points in doc, particularly around grading
"Given the reality of the digital divide, most schools may need to provide digital and nondigital access to content" (p. 8)
|https://www.isbe.net/Documents/RL-Recommendations-3-27-20.pdf||PK: 20-60 min; K: 30-90; 1-2: 45-90; 3-5: 60-120||6-8: 15-30 per class, 90-180 total; 9-12: 20-45 per class; 120-270 total||Give feedback, No Fs, incomplete instead||"ISBE highly recommends that districts strategize and prepare for how it can meet the needs of graduating seniors, including ensuring transcripts are accessible and students have the continued ability to request recommendations from teachers and the district. ISBE is also investigating opportunities to provide flexibility for graduation requirements for seniors, such as coursework requirements."||1||0||1||0||1||1||1||1||1||1||1||1||https://www.isbe.net/Documents/RL-Recommendations-3-27-20.pdf||1||1||1||1||0||0||0||0||1|
|Indiana||Indiana Department of Education||https://www.doe.in.gov/covid-19||Remote Learning||2020 COVID-19 Remote Learning||March 27|
eLearning Day Program Guidance for Students with Disabilities
|Iowa||Iowa Department of Education||https://educateiowa.gov/article/2020/03/27/covid-19-guidance-and-information|
|Continuous Learning||COVID-19 Guidance: Provision of Continuous Learning||March 27|
FAQs for Iowa Families and Parents of Students with Disabilities receiving Special Education, or Parents of Children receiving Early Intervention
Continuous learning through the provision of approved educational services ensures that academic work is equivalent in effort and rigor to typical classroom work. All students are required to participate, attendance is taken, work is graded, and credit granted. Typically, instruction is provided through some type of online learning. Hybrid models of learning, involving some online learning and other methodologies like packets, are also available. These services must be approved by the Iowa Department of Education.
|https://educateiowa.gov/sites/files/ed/documents/COVID-19ContinuingLearningTaskForceGuidance03-27-20.pdf||A district deciding to provide instructional services to all students through online or virtual learning must carefully consider a number of factors as moving to online education entails a number of major commitments. Chief among them is the provision of FAPE. Using online learning to provide educational services implies that all students in the district can learn using that instructional methodology. The IEP team must, therefore, identify the supports and services will be needed for each student to participate in the instruction and learning activities. For example, what will be provided to the student who has significant intellectual disabilities and physical disabilities to participate in the online learning? If it’s not feasible for the individual to participate in that manner, the IEP team must determine what will be provided to the individual to ensure FAPE|
For voluntary enrichment opportunities: Yes, equity must be considered. Consideration does not mean that equity is ensured, but that it is provided to the extent possible. For required educational services: Yes, equity must be considered. IEP teams must reconvene to determine how FAPE will be provided through continuous learning methods.
Methods that can be used: Online education, home delivery or pick-up of educational resources, online or telephonic check-ins, and other innovative methods.
|https://educateiowa.gov/sites/files/ed/documents/COVID-19ContinuingLearningTaskForceGuidance03-27-20.pdf||N/A||N/A||No grades for voluntary enrichment. (But CBE systems can apply voluntary work to competency). Required educational services can be graded||"We recommend that districts provide as much latitude for students to graduate on time as possible."||1||0||0||0||1||1||1||0||0||1||1||0||N/A||1||0||0||0||0||0||0||0||0|
|Kansas||Kansas State Department of Education||https://sites.google.com/ksde.org/kansascontinuouslearning2020/home?authuser=0||Continuous Learning||Continuous Learning Guidance||March 27|
Compliance with the Individuals with Disabilities Education Act and the Kansas Special Education for Exceptional Children Act during the COVID-19 Pandemic
1. Focus on essential learning for students -- “Less is More” 2. Be flexible and ready to adapt when needs arise 3. Emphasize relationships in this new learning environment 4. Support local decision making to honor local needs 5. Decisions must support all populations of students 6. Encourage use of materials, resources and platforms that are already in use 7. Instructional models may be a blending of non-technology, face-to-face and virtual platforms 8. Establish a consistent and agreed upon framework of expectations, communication models and practices that all stakeholders share 9. Support and training for all staff will occur prior to implementation of the school’s program and throughout the duration of the remaining school year 10. Extend grace to all in these unique and trying times
|https://www.ksde.org/Portals/0/Communications/Continuous%20Learning%20Documents/Continuous%20Learning%20Task%20Force%20Guidance.pdf?ver=2020-03-27-135544-943||When a school is closed due to a COVID-19 outbreak, but is implementing its Continuous Learning Plan, the school must ensure that each student with an exceptionality also has equal access to the same opportunities, including, to the greatest extent possible under these unprecedented circumstances, a free appropriate public education (FAPE). School districts must provide a FAPE consistent with the need to protect the health and safety of students with exceptionalities and those individuals providing education, specialized instruction, and related services to these students. In this unique and ever-changing environment, these exceptional circumstances may affect how all educational and related services and supports are provided. FAPE may include, as appropriate, special education and related services provided through distance instruction provided virtually, through instructional materials sent home, or telephonically. The determination of how FAPE is to be provided may need to be different during the time when a school is closed and implementing its Continuous Learning Plan|
One common refrain throughout this team’s short time working together has been a message of inclusiveness and equity.
virtual, in person (only less than 10 people), packets
|https://www.ksde.org/Portals/0/Communications/Continuous%20Learning%20Documents/Simple%20Implementation%20Model%20For%20Your%20Continuous%20Learning%20Plan%20Building%20and%20District%20Leaders.pdf?ver=2020-03-20-115324-477||Maximums: Pre-K : 30 minutes; Grades K-1: 45 minutes; Grades 2-3: 60 minutes; Grades 4-5: 90 minutes||Maximums: Grades 6-12: 30 minutes per teacher (3 hours max in a day)||N/A||The KSDE waiver will remove the requirement for seniors to attend a minimum of 1,086 hours. All students are still required to complete at least 21 credits of required and elective coursework. Many boards of education have local policy that requires more than 21 credits and/or identifies specific courses that are not a part of the state’s list of required courses. In these cases, a local board of education can take action to amend their local graduation policy. Any change must still be in agreement with the Kansas graduation requirements. End of semester final grades should be calculated, reported and transcripted in the school’s student information system. Remember to have grace and patience as both student and teacher learn how to adapt in the new platform.||1||1||1||0||1||1||1||1||1||1||1||0||https://www.ksde.org/Portals/0/Communications/Continuous%20Learning%20Documents/Simple%20Implementation%20Model%20For%20Your%20Continuous%20Learning%20Plan%20Building%20and%20District%20Leaders.pdf?ver=2020-03-20-115324-477||1||0||1||0||0||0||1||1||1|
|Kentucky||Kentucky Department of Education||https://education.ky.gov/districts/SHS/Pages/2019-Novel-Coronavirus.aspx|
|Non Traditional Instruction|
COVID-19: Answers to FAQs for Kentucky’s Schools and Districts
COVID-19: Answers to FAQs for Kentucky’s Schools and Districts
|March 13||N/A||N/A||If a local school district elects to utilize Kentucky’s Non-Traditional Instruction Program to provide educational opportunities to the general student population, then the district also must ensure that students with disabilities have equal access to the same opportunities, including the provision of Free Appropriate Public Education.||N/A||N/A||N/A||N/A||N/A||N/A||N/A||KDE will be working to ensure that seniors are not penalized for meeting just the state’s minimum graduation requirements||1||0||0||0||1||1||0||0||1||0||0||0||N/A||1||0||0||0||0||0||0||0||0|
|Louisiana||Louisiana Department of Education||https://louisianabelieves.com/resources/covid-19|
Continuous Education Toolkit for School Systems: Guidance + Tools
Corona Virus 2019 (COVID-19) Frequently Asked Questions
Quality; Simplicity; Families. "existing curriculum resources"; It’s better to take a little longer to roll out a learning plan that works for families than to rush a plan that causes frustration.
|https://www.louisianabelieves.com/docs/default-source/covid-19-resources/louisiana-continuous-education-toolkit---guidance-and-tools.pdf||School systems should continue to provide special education and related services, to the extent possible. The determination of how a free and appropriate education (FAPE) is to be provided may need to be different during school closures that are a result of the COVID-19 outbreak. The provision of FAPE may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically.||N/A||N/A|
Guidance for high tech options and low tech options for delivery
|Maine||Maine Department of Education||https://www.maine.gov/doe/covid-19/|
|Continuity of Learning||Continuity of Learning Resources||N/A||Update from Commissioner Makin on Covid-19||N/A|
For Students- (1) Check your email & communicate. (2) Plan your time each day and schedule breaks. (3) Have a distraction free place to work/study. (4) Focus on learning styles that work best for you. (5) Become familiar with the technology and tools needed to participate in the work. (6) Collaborate with others. (7) Take care of yourself!For Teachers - (1) Focus on what works best for YOUR students based on age, content, and technology access. (2) Create asynchronous learning experiences. (3) Less is more for quantity of assignments and instruction. (4) Offer a variety of options and experiences to allow for personalization of the learning. (5) Give explicit instructions and time expectations. (6) Specify expectations for students and parents. (7) Be empathetic and flexible to the circumstances. (8) Communicate consistently and constantly. (9) Become familiar with the technology and tools needed to participate in the work and stick with them. (10) Schedule online “office hours”. (11) Encourage collaboration among your students. (12) Connect with other educators and the DOE for support. (13) Take care of yourself!
|https://www.maine.gov/doe/continuityoflearning||We urge you to provide the best programming you can for all students and to offer as many accommodations as possible to facilitate universal access. FAPE under more “traditional” circumstances likely looks different from FAPE under a state and national emergency that has temporarily redefined what public education looks like. IEPs were based on a set of basic circumstances one would expect in a traditional school setting, and education for all students is very different right now. Fear of putting forth anything short of perfection at this time will immobilize you and your teams of educators when you most need to be proactive and innovative.|
"The equity gap between those who are able to remain connected and those who are not has become increasingly impactful. Please let us know if there are other resources or supports that would be helpful to you during this time."
"Digital Learning - General Discussion / Identifying Needs"
|Maryland||Maryland State Department of Education||http://marylandpublicschools.org/Pages/default.aspx|
|Continuity of Learning||N/A||N/A|
SERVING CHILDREN WITH DISABILITIES UNDER IDEA DURING SCHOOL CLOSURES DUE TO THE COVID-19 PANDEMIC
|March 30||N/A||N/A||"It should also be noted that we will be diligent in providing educational services to our students with disabilities."|
More information will be available in the coming days as we work collaboratively on a statewide plan that maintains equitable standards and expectations for students.
|http://marylandpublicschools.org/Pages/default.aspx||N/A||http://marylandpublicschools.org/newsroom/Documents/COVID/FAQ/Distance_Learning_FAQ.pdf||N/A||N/A||N/A||Local school systems have other provisions available for students to earn credit (COMAR 13A.03.02.04), including, but not limited to, online courses and credit through examination. These options may be implemented immediately by local school systems to support students on track to graduate this year.||1||1||0||0||1||1||0||0||0||1||0||0||N/A||1||1||0||0||0||0||0||0||0|
Massachusetts Department of Elementary and Secondary Education
Remote Learning Recommendations During COVID-19 School Closures
CORONAVIRUS/COVID-10 FREQUENTLY ASKED QUESTIONS FOR SCHOOLS AND DISTRICTS REGARDING SPECIAL EDUCATION
(1) The safety and well-being of students, families, and staff has been and must continue to be our top priority as an educational community. (2) This crisis disproportionately affects our most vulnerable students in terms of their physical and mental health, as well as academically. Equity needs to be a top consideration in local planning efforts, especially as districts and schools make plans to manage an extended closure (3) Maintaining connections between school staff and students is paramount, particularly for the most vulnerable members of our school communities. (4) Nothing can replace the in-person schooling experience, and we should not expect that remote learning can replicate the traditional school day. (5) At the same time, with school closures now extended, districts, schools, and communities have an obligation to engage students in meaningful and productive learning opportunities through an appropriately structured educational program (6) Remote learning is not synonymous with online learning. Remote learning can take place in a multitude of ways
|http://www.doe.mass.edu/covid19/2020-0326remote-learning.docx||(1) Many disability-related modifications and services may be effectively provided remotely (1a) extensions of time for assignments, videos with accurate captioning or embedded sign language interpreting, accessible reading materials, and many speech or language services through video conferencing (2) Where technology itself imposes a barrier to access or where educational materials simply are not available in an accessible format, educators may still meet their legal obligations by providing children with disabilities equally effective alternate access to the curriculum or services provided to other students (3) Once school resumes, the district must review how the closure impacted the delivery of special education and related services to individual students and convene IEP Team meetings as necessary in order to make an individualized determination as to what compensatory services may be necessary, and to ensure the student receives FAPE prospectively.|
"This crisis disproportionately affects our most vulnerable students in terms of their physical and mental health, as well as academically. Equity needs to be a top consideration in local planning efforts, especially as districts and schools make plans to manage an extended closure"
"Remote learning is not synonymous with online learning. Remote learning can take place in a multitude of ways, including by helping students engage with resources in their everyday lives and in the natural world around them. Remote learning also provides unique opportunities to further engage students in the arts or interdisciplinary work. Finally, we must be conscious of the effects of increased screen time and seek balance between learning through technology and remote learning that happens offline to support students’ curiosity and understanding. "
|http://www.doe.mass.edu/covid19/2020-0326remote-learning.docx||Half the school day||Half the school day||Credit/NoCredit ("we strongly recommend that academic content be graded as “credit/no credit”)||N/A||1||1||0||1||1||1||1||1||1||1||1||1||http://www.doe.mass.edu/covid19/2020-0326remote-learning.docx||0||1||1||0||0||1||0||1||1|
|Michigan||Michigan Department of Education||https://www.michigan.gov/mde/0,4615,7-140-37818_53456---,00.html||Online Learning; Distance Learning|
Technical Readiness and Considerations for Online Learning
Compliance Requirements of the Individuals with Disabilities Education Act (IDEA) and Michigan Administrative Rules for Special Education (MARSE) during a Public Health Emergency
|March 13||N/A||N/A||"If a district chooses to provide educational support (online learning, instructional packets, enrichment/enhancement activities, among other approaches) to all students, districts must consider the additional needs of students with disabilities, including accessibility. Educational supports provided through distance learning approaches are designed to assist students in maintaining skills, and in some cases, make progress in the general education curriculum. Districts must address the unique and individual needs of students with disabilities when utilizing these approaches. If technology is needed for a student with a disability to access an educational activity, the needed technology and support must be provided by the district at no charge to the student."; "Early On programs should, however, be putting public health and safety above compliance concerns at this time. As always, please be sure to keep detailed documentation of cancellations of service delivery, evaluations/assessments, Individualized Family Services Plan (IFSP) meetings, transition conferences, among other interactions, including who initiated the cancellation, and the reason for cancellation."|
"Equitable access issues exist across our state – north to south and east to west. These access issues include the lack of internet connectivity for some families and schools, and the lack of resources, including devices for some students and staff. Additionally, there are access issues for students with different types of learning needs. These access issues create inequitable educational opportunities for children across our state."
|Minnesota||Minnesota Department of Education||https://education.mn.gov/MDE/dse/health/covid19/|
Minnesota Distance Teaching and Learning Implementation Guidance
|March 31||Special Education COVID-19||March 26|
- Practice servant leadership - Treat everyone with respect and dignity - Do the right thing, especially when it is difficult - Ask how your actions are reinforcing or removing structural inequity - Promote the common good over narrow special interests - Be accessible, transparent, and accountable - Include voices from communities who will be most impacted (p. 4)
|https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE032188&RevisionSelectionMethod=latestReleased&Rendition=primary||- How will lessons be delivered to accommodate students with 504 plans? - How will students receive support from their teachers and support staff? - What online and non-internet mandatory resources are available to help support students with IEPs? - How will we measure IEP goals? How will data be collected? - How will we ensure we meet evaluation requirements within legal timelines?|
"Distance Learning defined: Students engaging in distance learning have access to appropriate educational materials and receive daily interaction with their licensed teacher(s). It is important to note that distance learning does not always mean e-learning or online learning. It is critical to provide this learning in a format that can be equitably accessed by all students." (p.3)
"It is important to note that distance learning does not always mean e-learning or online learning. It is critical to provide this learning in a format that can be equitably accessed by all students." (p.3)
|Mississippi||Mississippi Department of Education||https://www.mdek12.org/COVID19||Learning-at-Home||Learning-at-Home Resources for Families||N/A||Learning-at-Home Resources for Families||March 26|
The MDE is not directing districts that they must transition to delivery of all content online, as we recognize that online access and remote support for rural students and students with disabilities will certainly pose equity issues across the state. Districts need to consider how they can help facilitate continued learning within homes across the state – either through online opportunities or by making grade-level instructional packets, Family Success Guides, or other resources available for pick-up at school or various locations within the district. Packet delivery could take place in conjunction with lunch pick-ups or via bus routes deployed to deliver meals. MDE staff are working on short, informal video lessons that may be helpful to families, and we have met with Mississippi Public Broadcasting to adjust daytime programming for elementary, middle, and high school students in the coming weeks.
|https://msachieves.mdek12.org/mde-update-covid-19-guidance-to-districts-as-of-march-23-2020/||~34 Q&A answers regarding SPED (https://www.mdek12.org/COVID19)|
The MDE is not directing districts that they must transition to delivery of all content online, as we recognize that online access and remote support for rural students and students with disabilities will certainly pose equity issues across the state. Districts need to consider how they can help facilitate continued learning within homes across the state – either through online opportunities or by making grade-level instructional packets, Family Success Guides, or other resources available for pick-up at school or various locations within the district.
|https://msachieves.mdek12.org/mde-update-covid-19-guidance-to-districts-as-of-march-23-2020/||N/A||N/A||N/A||N/A||School districts shall determine a process for awarding a Carnegie unit credit for courses that are incomplete for school year 2019 – 2020||N/A||1||1||0||1||1||1||1||0||0||1||0||0||N/A||0||1||0||0||0||0||0||0||0|
Missouri Department of Elementary and Secondary Education
|Remote Teaching and Learning|
FAQ DESE’s COVID-19 Webinar for School Administrators (March 13)
CONTINUITY OF INSTRUCTION AND INDIVIDUAL EDUCATION PROGRAM (IEP) IMPLEMENTATION PLAN)
DESE strongly encourages supporting student learning during any extended closure. Since hours can be forgiven and will not harm a school for accountability purposes, we encourage schools to focus on what will best benefit students rather than “attendance credit.” DESE will not require an approved plan for alternative instruction during a period of closure related to COVID-19.
|https://dese.mo.gov/sites/default/files/Webinar-FAQ-3-13-2020.pdf||The Office of Special Education sent guidance to districts on March 13 based on short-term closure. That information includes: • If during the time schools are out of session the general student population is not provided services, then services for students with disabilities would not be expected either. Individualized education program (IEP) services are expected to begin once school resumes. • If an LEA continues to provide educational opportunities to the general student population during a school closure, the LEA must ensure that students with disabilities have equal access to the same opportunities, including the provision of a Free Appropriate Public Education (FAPE). To the extent possible, each student with a disability should be provided the special education and related services identified in the student’s IEP. Long term strategies and contingency plans continue to be discussed with the federal government.||N/A||N/A|
We are a rural district and some areas do not have internet service, so online is not an option for reaching all students. Is sending paper packets an option for AMI? What do we do for the kids who don't have internet at home?DESE encourages supporting student learning during any extended closure. Since attendance hours can be forgiven and will not count against a school for accountability purposes, schools should focus on whatever alternative methods of instruction best support students. Schools have the flexibility to use virtual or traditional instruction, or a combination of those methods.
|Montana||Montana Office of Public Instruction||http://opi.mt.gov/COVID-19-Information|
|Remote Learning||N/A||N/A||COVID-19 Special Education Information||N/A||N/A||N/A||N/A||N/A||N/A||N/A||N/A||K-5: 1-2hr; 6-8: 2-3hr||9-12: 3-4hr||N/A||N/A||1||0||1||0||1||0||1||1||1||0||0||0||N/A||0||0||0||0||0||0||0||0||0|
|Nebraska||Nebraska Department of Education||https://www.education.ne.gov/publichealth/resources/||Distance Learning||Continuity of Learning Plans Guidance Document||March 27||Q&A Nebraska Office of Special Educaion||March 22|
1. Address the needs of your staff and their families. 2. Address community food needs. 3. Continuity of learning is NOT running "school as normal" in a different setting. 4. The most structured education concern you have should be for your senior class. 5. Elementary students need to see the caring and nurturing elemnts of schooling more than anythign right now. 6. Education rules and regulations should be your last concern. 7. All local and state partners can help. 8. NDE will be interpreting laws in-the-moment and promises to work with school attorneys and special education directors through the entire process.
|https://cdn.education.ne.gov/wp-content/uploads/2020/03/March232020CommunicationtoDistricts.pdf||Educational opportunities provided to all students during a closure must include the provision of special education and related services as directed per individual education plans. This requirement ensures students with and without disabilities are treated equitably. This requirement is also required by federal and state antidiscrimination laws, including Title II of the ADA, Section 504 of the Rehabilitation Act, and the IDEA. School district/school system leaders should consider the use of accessible distance technology, the use of small groups of students with disabilities and access to nondisabled peers, instructional phone calls, and other content-based activities.|
Learning opportunities for ALL students • Awareness of equity issues & implications (Special needs, poverty, English learner, technology gaps, other)
|https://cdn.education.ne.gov/wp-content/uploads/2020/03/March-22-COVID19-Slides.pdf||N/A||https://cdn.education.ne.gov/wp-content/uploads/2020/03/ScreencastingByApp.pdf||N/A||N/A||N/A||"The most structured education concern you have should be for your senior class. They are likely capable of completing coursework and wrapping up their year so they (and you) can feel they may advance. Again, teachers generally are going to know the students who might need additional assistance. A focus on providing closure for your senior class is the one area to provide the most structure. Other classes might have structure gradually return as you are able but you should remove any pressure to do this immediately. Simply do what you can to help teachers structure lessons or facilitate student access to learning materials." https://cdn.education.ne.gov/wp-content/uploads/2020/03/March232020CommunicationtoDistricts.pdf||1||1||0||0||1||1||1||1||1||1||0||1||https://cdn.education.ne.gov/wp-content/uploads/2020/03/March232020CommunicationtoDistricts.pdf||1||0||1||0||1||0||0||0||0|
|Nevada||Nevada Department of Education||http://www.doe.nv.gov/News__Media/Newsroom/||Distance Education||Resources for Learning During School Closures||N/A||N/A||N/A||N/A||N/A||N/A||N/A||N/A|
"In response to school closures due to COVID-19, Nevada Department of Education content experts have curated a selection of links to external organizations providing high-quality online educational materials – courses, lessons, videos, physical and outdoor activity suggestions, etc."
|New Hampshire||New Hampshire Department of Education||https://www.education.nh.gov/who-we-are/commissioner/covid-19|
|Remote Instruction||Remote Instruction||N/A||Special Education Guidance||March 16|
The district shall create a plan that shall include procedures for participation by all students. Academic work shall be equivalent in effort and rigor to typical classroom work. There shall be an assessment of all student work for the day.
|https://www.education.nh.gov/sites/g/files/ehbemt326/files/inline-documents/2020/er-ed306-18a7-amend.pdf||Our approach is a three-tiered safety net of support for students with an IEP: 1) Services may be of a nature that they can be provided in a remote instructional environment. This may include, for example, daily “check-ins” with a student, which may be able to be provided seamlessly in a remote instruction model. 2) Another option may be to have a limited number of students (hence lower COVID-19 risk) continue to come to the school for those specific services. This might be OT/PT, or perhaps speech therapy or student counseling. You may determine that these students can come to the school building for these limited services only. 3) When services cannot be provided, the child can expect to receive compensatory services (to make up for the special education and/or related services the child missed), or 4) A combination of any of these options.|
Do all students have access to technology and devices? Do all students have access to internet and internet-based resources? Do all teachers have access to internet resources and appropriate and professional communication channels with students (email, message boards, etc.)? What are teachers professional development needs for conducting remote instruction? Where will students access online content provided by the school district? How will student and staff participation in remote instruction be monitored and tracked? How will parents and families be notified of where to find and access remote instruction resources provided by the school? How will remote instruction competencies be assessed and measured? How will local attendance policies reflect student participation in remote instruction?
|https://www.education.nh.gov/who-we-are/division-of-educator-and-analytic-resources/bureau-of-educational-opportunities/public-school-approval-office/remote-instruction||N/A||https://www.education.nh.gov/who-we-are/division-of-educator-and-analytic-resources/bureau-of-educational-opportunities/public-school-approval-office/remote-instruction||N/A||N/A||The state college system has said it will accept Pass/Fail grades without prejudice.||N/A||1||1||0||0||1||1||1||1||1||1||0||0||https://www.education.nh.gov/who-we-are/division-of-educator-and-analytic-resources/bureau-of-educational-opportunities/public-school-approval-office/remote-instruction||0||1||0||0||0||0||1||0||0|
|New Jersey||New Jersey Department of Education||https://www.nj.gov/education/topics/index.shtml|
|Remote Instruction||Teacher Resources for Remote Instruction||N/A|
Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak
|March 12||N/A||N/A||"... the LEA must make every effort to provide special education and related services to the child in accordance with the child’s individualized education program (IEP) or, for students entitled to FAPE under Section 504, consistent with a plan developed to meet the requirements of Section 504." (p. 2)|
"All students served by the district must be addressed in the plan, including students in preschool if the district has state funded preschool and/or if the district services preschoolers with disabilities. The plans developed must include age-appropriate strategies and materials to meet the needs of all students. Districts offering preschool should remember to include contracted providers—private preschool providers and Head Start providers—in their planning activities. Each district plan must also include developmentally appropriate strategies and materials to meet the needs of all students with disabilities including those educated in out-of-district placements... Equitable access to learning is a critical consideration for any plan and will require that a district understands the limitations each student faces... Instructional strategies should be varied and designed to meet the needs of the students." (p. 6)
Equitable access to learning is a critical consideration for any plan and will require that a district understands the limitations each student faces. Districts should consider collecting information on which students have access to a device, how that device is or is not shared, and what access each student has to a network. Schools and districts should take care to collect this information in a manner that avoids stigmatization of any students with varying degrees of access to technology and internet service at home. Instructional strategies should be varied and designed to meet the needs of the students. Districts should consider various solutions, such as utilizing partnerships with local community-based organizations and businesses, developing worksheets for instruction, or uploading of lessons electronically. Accommodations and multiple means of conducting assignments should be considered for students with disabilities. If students with disabilities do not have access to internet connectivity to participate in remote or online home instruction, the IEP team will need to determine what compensatory instruction a student may require when their school district reopens." (p. 6)
|https://www.state.nj.us/education/topics/COVID19%20Frequently%20Asked%20Questions%20(FAQ)%20Related%20to%20School%20Emergency%20Preparedness%20Plans.pdf||N/A||N/A||N/A||"Cancellation of statewide assessments will not prevent students from meeting their graduation assessment requirements. The NJDOE continues to process portfolio appeals for the small percentage of current seniors who have not yet met their graduation assessment requirement."||1||1||1||1||1||1||1||1||1||1||1||1||https://www.nj.gov/education/covid19/teacherresources/index.shtml||1||0||0||0||0||0||0||0||0|
|New Mexico||New Mexico Public Education Department||https://webnew.ped.state.nm.us/bureaus/safe-healthy-schools/covid-19-coronavirus/||Continuous Learning|
Supporting Students' Learning During COVID-19 School Closures with Distance Learning
Novel Coronavirus (COVID-19) Updated Guidance for Students with Disabilities
Leveraging the assets of home-based learning, rather than trying to recreate school, can provide meaningful learning experiences that connect to students’ home lives, interests, and identities. Trying to support school-like learning in a home setting may frustrate teachers, students, and families. Educators should consider how to give students agency to pursue learning that is relevant to them via resources that are available at home and with meaningful family engagement as possible.
|https://webnew.ped.state.nm.us/wp-content/uploads/2020/03/Educators-Distance-Learning-Toolkit_Final.pdf||Annual IEP team meetings that are scheduled during the school closures may be postponed, but should be rescheduled as soon as possible after the school reopens. The LEA should communicate with the parents about the proposed delay and confirm in writing whether the parents agree with the delay. If any parent disagrees, the LEA should consider whether a telephonic annual IEP would be possible and if not, issue prior written notice about the proposal and decision on the delay, along with Procedural Safeguards.|
recognize different home situations/technology access: Recognize that students and family members may be available to play different roles in learning when at home. Students and families may need to juggle home, caretaking, school, and work responsibilities. Consider a menu of options for learning experiences that allow for different types and levels of engagement. At-risk students and students in special populations may be especially vulnerable during this time. Families in poverty may be experiencing several of the considerations described above, along with additional concerns including regular access to meals, utilities, health services, or shelter. Undocumented students and students receiving special education services may face particular challenges in accessing resources that they need. Encourage educators to prioritize the physical, mental, and emotional well-being of all students.
ensure nondigital options: Ensure that learning recommendations are not limited by access to technology. Student learning should not be solely dependent on access to devices and the internet. Encourage approaches that can be pursued without technology and/or asynchronously to set students up for success.
|https://webnew.ped.state.nm.us/wp-content/uploads/2020/03/Educators-Distance-Learning-Toolkit_Final.pdf||Recommended: 45 min per day for K-1; 60 min per day for 2-3; 90 min per day for 4-5; 30 min per teacher (3 hrs max per day) for 6||30 min per teacher (3 hrs max per day)||encouraged pass/no credit for the last grading period||HS seniors have until June 19 to demonstrate competency. Those who fail to do so will be offered credit recovery in the summer and will have the ability to appeal to the local school board and to the Secretary. No student can be denied graduation due to lack of access to demonstrate competency. Demontrating competency may include: - Passing a locally designed test, - Completing a locally designed series of assignments, - Achieving a set cut score on a college entrance exam, - Demonstrating applied work experience.||1||1||1||0||1||1||1||1||1||1||1||1||1||1||0||1||1||0||0||0||0|
|New York||New York State Education Department||http://www.nysed.gov/coronavirus||Remote Learning||Guidance on Continuity of Learning||March 13|
Provision of Services to Students with Disabilities During Statewide School Closures Due to Novel Coronavirus (COVID-19) Outbreak in New York State
Design for all students; support system orientation and prepartion; ensure accessibility; prepare for both long term/short term closures.
|http://www.nysed.gov/edtech/guidance-continuity-learning||"Students with disabilities must be provided a free appropriate public education (FAPE) consistent with the need to protect their health and safety, as well as the health and safety of the individuals who provide them with their education, specialized instruction, and related services."|
"Instructional design, course design and plans for support must be aligned with the skill level of age groups and abilities, including students with disabilities and English Language Learners, to the greatest extent possible. For example, those serving the elementary and middle-school levels might have to consider creating instructional materials for both students and parents, while high school students are likely more capable independent learners."
"The following includes a range of tools and modalities for facilitating learning, including those with varying levels of technological sophistication. It is important to provide a variety of methods to allow for the possibility of restricted access to technology and limited communication by students." (p. 3)
|http://www.nysed.gov/edtech/non-technological-options||N/A||N/A||Students passing as of closure should pass if schools can't provide instruction; In districts where distance and online learning methods are available, or other continuity of learning strategies are utilized, the priority for the instruction should be that which best prepares students to meet the learning outcomes for the course and prepare for the culminating examination, if applicable. Any student who achieves the learning outcomes for the course should earn the applicable course/diploma credit without regard to the 180-minute/week unit of study requirement in Commissioner’s Regulations Part 100.1. Further, in the event that extended closure interferes with a school or district’s ability to provide the full unit of study by the end of the school year, either in face-to-face instruction or through other methods, as long as the student has met the standards assessed in the provided coursework, the student should be granted the diploma credit.||"Further, in the event that extended closure interferes with a school or district’s ability to provide the full unit of study by the end of the school year, either in face-to-face instruction or through other methods, as long as the student has met the standards assessed in the provided coursework, the student should be granted the diploma credit."||1||1||0||0||1||1||1||1||1||1||1||0||http://www.nysed.gov/edtech/continuity-learning||1||1||1||0||1||1||1||1||0|
North Carolina Department of Public Instruction
|https://www.dpi.nc.gov/news/covid-19-response-resources||Remote Learning||North Carolina Remote Learning Resources & Information||N/A|
EC Processes Points for Consideration During School Closure
Continue to focus on professional and educational best practices when approaching online learning! While the format and circumstances around emergency remote learning are different than in a physical classroom, it's essential to rely on existing pedagogical and content knowledge to adapt to the situation. Below are some considerations for planning remote learning needs, including various methods, tools, and best practices from across the state and nation.
|https://sites.google.com/dpi.nc.gov/remote-learning-resources/home/online-pedagogy?authuser=0||If districts move to a mandatory remote learning structure, then FAPE must be determined for students with disabilities – particularly if the delivery of the services in the current IEP will be substantively different in remote learning.|
keep in mind not all students have internet access - "Equity for all students must be at the forefront of a successful remote learning plan. Keep in mind that some students may not be able to access the Internet or even have a device at all. Other students may have unreliable or slow Internet connections or other technical difficulties. Remote learning may sometimes need to happen offline."
try to plan so that internet isn't required - "Try to plan coursework that can be downloaded and completed offline. It may be necessary in some cases to deliver printed materials via mail or school bus couriers. While digital activities make remote learning easier, it's not always necessary or appropriate to do everything online."
North Dakota Department of Public Instruction
SCHOOL CLOSURE GUIDANCE FOR PUBLIC SCHOOL DISTRICTS AND NON-PUBLIC SCHOOLS
Guidance on Providing Services to Children with Disabilities During the Coronavirus Outbreak
Synchronous or asynchronous; exposure to content, supplemental content, or full continuation guidelines included
|https://www.nd.gov/dpi/sites/www/files/documents/Academic%20Support/Process%20Toolkit%20Version%20March%2030.pdf||Under the IDEA, every student with an IEP is entitled to receive a free appropriate public education (FAPE), which includes specially designed instruction based on a student’s unique needs designed to ensure the student makes progress in the general curriculum and toward meeting IEP goals.|
students of all situations must be taken into consideration: Students experiencing homelessness face unique barriers from school closings and to participating in distance learning, including limited availability of technology and living situations that do not support doing homework (e.g., in a car). Schools have critical responsibilities for the education of these students and are also critical partners in the community-wide response to addressing the unique vulnerabilities of these students. Students experiencing homelessness are disproportionately students of color, lesbian, gay, bisexual, transgender, or queer (LGBTQ), and/or students with disabilities, meaning a robust plan for meeting the needs of these students is also a critical equity issue to ensure all North Dakota students can participate fully in distance learning.
only implement online learning if it is accessible to every student: Most districts are not prepared to implement a distance learning model, such as online learning, on short notice. Some districts and schools may be in a position to continue teaching using distance learning methods through the North Dakota Center for Distance Education (NDCDE); however, equity is a critical consideration. It is important to note that if educational services are being delivered to students in any form, in order for the district to remain open, those services must be provided to all students, including students who don’t have access to technology at home and students receiving special education services. There is a difference between offering students the option of accessing free digital learning experiences to students and requiring/mandating all students attend a virtual “school”. Further guidance will be released about this process soon.
|Ohio||Ohio Department of Education||http://education.ohio.gov/Topics/Student-Supports/Coronavirus|
|Continued Educational Services|
Coronavirus (COVID-19) Frequently Asked Questions (FAQ) for Ohio's Schools and Districts
Considerations for Students with Disabilities During Ohio’s Ordered School-Building Closure
At the very least, identifying local resources, encouraging reading and writing practices during this three-week period, and other enrichment activities can be conveyed to students if no other options available. Schools may establish “pick up and drop off” points as may be appropriate for access to instructional materials, being careful not to create conditions that result in students congregating together at one time.
|https://education.ohio.gov/Topics/Student-Supports/Coronavirus/Frequently-Asked-Questions-Governor-DeWine’s-Scho#FAQ3878||Yes. The school should make a good faith effort to provide such services. If instruction is offered to all students, including alternate delivery models like online learning or distance learning, then districts are required to provide students with disabilities special education services. If, however, a student with a disability cannot access the alternate delivery models being offered to general education students, then the district should consult with parents and/or caregivers to determine the needs of the student and identify the most appropriate means for meeting those needs during the closure period. In the interest of community health, districts should take steps to identify the most appropriate location for delivering those services, such as a daycare, home or other location. Compensatory services might need to be considered.|
Options will vary depending on circumstances, and in some cases, there may be no viable options for online instruction. Cell phone service or internet service are the usual requirements for e-learning. We have confidence in the creativity and flexibility of our educators to work together and with community partners to provide what makes the most sense in these situations
Schools may establish “pick up and drop off” points as may be appropriate for access to instructional materials, being careful not to create conditions that result in students congregating together at one time.
|http://education.ohio.gov/Topics/Student-Supports/Coronavirus/Frequently-Asked-Questions-Governor-DeWine’s-Scho#FAQ3878||N/A||N/A||N/A||reasonable flexibility, determined by district||1||1||0||0||1||1||1||1||1||1||1||0||N/A||0||0||1||0||0||0||0||0||0|
|Oklahoma||Oklahoma State Department of Education||https://sde.ok.gov/newsblog/2020-03-12/coronaviruscovid-19-faqs-oklahoma-public-schools||Distance Learning||Distance Learning Resources||March 27|
Distance Learning Guidance for Special Education
It is best to start slow, adopt a “less is more” approach, consult the resources on this page as needed, talk to colleagues in other districts who may already be using distance learning and then let the creativity and autonomy of educators, who already have deep and meaningful connections to their students, lead you forward.
|https://sde.ok.gov/distancelearning||flexible instruction on an individual basis|
ensure equitable provisions in some way, might be different for each student: It's important to note that equitable access does not require districts to offer the exact same content through the same channel for all students. Instead of abandoning a promising digital learning approach because not all students will have equal access to it from home, the plan should include an analysis of alternate deliveries of comparable educational content. These alternate deliveries might include providing students access to a device or internet at school or a community site, consistent with social distancing guidelines.
maintain balance if online learning is used: Balance screen time. Example: Don’t make students type out all assignments. Have them write it and text or email you a picture. Also, schedule time to be away from computers – for you and students. Not all students will have strong internet connections. Remember that some students may only be able to complete non-digital assignments and plan accordingly.
|https://sde.ok.gov/distancelearning||N/A||N/A||strongly encouraged to continue to issue traditional letter grades||district level decision||1||1||0||1||1||1||1||1||1||1||1||0||N/A||0||1||1||0||0||0||1||0||0|
|Oregon||Oregon Department of Education||https://www.oregon.gov/ode/students-and-family/healthsafety/Pages/COVID19.aspx||Distance Learning||COVID-19 FAQ||March 26|
Frequently Asked Questions Regarding Special Education in Light of the Coronavirus (COVID-19) Outbreak
No on-site learning; ODE does not expect districts to transition to online learning as schools close for health and safety reasons. Should districts opt for providing online learning, ODE has a responsibility to ensure all students are served appropriately. Deliver supplemental education and learning supports to students to the extent practical through independent study and other appropriate options.
|https://content.govdelivery.com/accounts/ORED/bulletins/28371a0||generally based on local decision, services only required when schools are open|
all students must be able to access all learning: Districts should apply an equity lens when considering operating fully online schools. Districts should consider the impacts on underserved groups, including students of color, students with disabilities, emerging bilingual students, students experiencing poverty and homelessness, and students who belong to other protected classes. Consider whether the model will improve or worsen disparities between populations. Consider barriers to equitable implementation and unintended consequences.
digital only if possible and equitable: Districts or schools in some areas may have the capacity to explore expanding or offering online learning. If a district or school is seeking to build capacity for online learning, carefully consider the regulations that need to be met to replace your current in-person “brick and mortar” school with an online school: All students in the school or district have full access to the learning, the educators, and required materials (including technology). The online learning system effectively supports the district’s different learning and teaching needs, including the ability to provide differentiated instruction as well as one- on-one support for students who need it.
|https://www.oregon.gov/ode/students-and-family/healthsafety/Pages/COVID-19-FAQ.aspx||N/A||N/A||local decision, "thinking creatively in ways that center student learning is always best practice even during school closure"||working on plan||1||1||0||0||1||1||1||1||1||1||1||0||N/A||0||0||0||1||0||0||1||1||0|
|Pennsylvania||Pennsylvania Department of Education||https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID-19/Pages/default.aspx||Continuity of Education||School Guidance: Answers to Common Questions||March 29||School Guidance||March 27|
PDE strongly encourages all schools to provide some type of continuity of education for all students in the most appropriate and accessible ways possible, while also honoring the Governor's guidance for aggressive social distancing of at least six feet between individuals.
|https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID-19/Pages/AnswersToFAQs.aspx||Whatever decision is made, schools must work to meet the needs of all students, with particular attention to free appropriate public education (FAPE) for students with disabilities and English as a second language (ESL) services for English Learners (EL).|
The decision to employ one or more of these methods is made at the local level based on feasibility, availability of resources, access and equity considerations, and in accordance with aggressive social distancing guidance.
These options can take a variety of forms, including online/digital learning opportunities; non-digital learning opportunities (e.g., materials sent home with students); and other approaches designed in partnership with local IUs and regional PATTAN centers.
|Rhode Island||Rhode Island Department of Education||https://www.ride.ri.gov/InsideRIDE/AdditionalInformation/Covid19.aspx|
|Distance Learning||Distance Learning Resources||March 30||Distance Learning Resources||March 30||N/A||N/A||N/A||N/A||N/A||N/A||N/A||N/A||N/A||N/A||N/A||1||1||0||0||1||0||1||1||0||0||0||0||N/A||0||0||0||0||0||1||0||1||0|
|South Carolina||South Carolina Department of Education||https://ed.sc.gov/newsroom/covid-19-coronavirus-and-south-carolina-schools/||E-Learning; Remote Learning||SCDE E-Learning Resources||March 12|
COVID-19 Impact on Accountability and Federal Programs
The intention of an emergency distance learning plan is to reflect a normal school day; however, schools should be cautious in introducing new learning on emergency distance learning days that could result in confusion or learning gaps. Schools should also consider the time involved in completing assignments. For example, ensure that time is built into the instructional plan for reading passages, reflection, brainstorming, analysis, research, etc. In this emergency plan, schools should address the state academic standards and consider giving attention to areas where students need additional practice as indicated by formative and classroom assessment data. The plan contains an assurance at the end of the survey to be signed by the district superintendent. While this plan only addresses instructional planning, districts should also consider plans for transportation and food services in the event of a prolonged closure.
|https://scde.formstack.com/forms/emergency_distance_learning_plan_2020||We must ensure equal access for English learners (EL), immigrants, migratory students, and children and youth experiencing homelessness so that they are not penalized due to potential barriers encountered in the access of distance learning and resources.|
We must ensure equal access for English learners (EL), immigrants, migratory students, and children and youth experiencing homelessness so that they are not penalized due to potential barriers encountered in the access of distance learning and resources. While no updated guidance has been released, in accordance with Title III of ESSA and Title VI of the Civil Rights Act of 1964, if an EL does not receive services and/or appropriate accommodations or modifications aligned to their English proficiency level, they must not be penalized. Districts should also ensure that all communication with parents is meaningful and provided in a language that they can understand.
We know that not all students have access to computers or Wi-Fi at home and want to work with you to deliver low-tech and no-tech options to ensure every child has access to meaningful learning and social-emotional support during school closures.
|https://ed.sc.gov/newsroom/covid-19-coronavirus-and-south-carolina-schools/||“a pupil shall maintain membership in a minimum of 200 minutes of daily instruction or its equivalency for an annual accumulation of 36,000 minutes.” https://scde.formstack.com/forms/emergency_distance_learning_plan_2020||“a pupil shall maintain membership in a minimum of 200 minutes of daily instruction or its equivalency for an annual accumulation of 36,000 minutes.” https://scde.formstack.com/forms/emergency_distance_learning_plan_2020||N/A||N/A||0||1||1||1||1||1||1||1||0||1||1||1||https://scde.formstack.com/forms/emergency_distance_learning_plan_2020||0||0||1||0||1||1||0||0||0|
|South Dakota||South Dakota Department of Education||https://doe.sd.gov/coronavirus/||Flex-Learning||Instructional Resources to Support Flex-Learning||March 27||N/A||N/A||N/A||N/A||Districts should be communicating with parents prior to, during, and after a school closure regarding their child’s IEP services. District leaders should identify communication methods to ensure there are opportunities for parents’ questions and concerns to be addressed in a timely manner... Some districts may be in a position to continue teaching using distance learning methods; however, equity is a critical consideration. It is important to note that if educational services are being delivered to students in any form, in order for the district to remain open, those services must be provided to all students, including students who don’t have access to technology at home, and students receiving special education services. (https://doe.sd.gov/coronavirus/documents/QA-03272020.pdf)|
Some districts may be in a position to continue teaching using distance learning methods; however, equity is a critical consideration. It is important to note that if educational services are being delivered to students in any form, in order for the district to remain open, those services must be provided to all students, including students who don’t have access to technology at home, and students receiving special education services.
Some districts may be in a position to continue teaching using distance learning methods; however, equity is a critical consideration. It is important to note that if educational services are being delivered to students in any form, in order for the district to remain open, those services must be provided to all students, including students who don’t have access to technology at home, and students receiving special education services.
|https://doe.sd.gov/coronavirus/documents/QA-03272020.pdf||Same number of hours in school term: K = 437.5 hrs/yr, 1-5 = 875 hrs/yr||Same number of hours in school term 962.5 hrs/yr||N/A||Whether a student has met sufficient time in any given course-mastered standards is a local decision. Diplomas are awarded at the district level, and it is up to each school district to set the requirements for course time and diplomas, within the parameters set out by the state in instructional hours and graduation requirements||1||1||1||0||1||1||1||0||1||1||1||0||https://doe.sd.gov/coronavirus/documents/QA-03272020.pdf||1||0||0||0||1||0||0||0||0|
|Tennessee||Tennessee Department of Education||https://www.tn.gov/education/health-and-safety/update-on-coronavirus.html||Distance Learning|
School Closure Toolkit for Districts: Academics and Instruction
School Closure Toolkit for Districts: Special Populations
While the concerns for the physical and emotional well-being of our students, their families, and our educators remains everyone’s top priority, strategies to support continued learning and academic growth can provide students with the security of a familiar routine and sense of community. Considerations for learning activities that are based upon content and skills already experienced by students will be most appropriate at this time, given the anxiousness that many students and adults are facing. As you make plans for digital learning and other opportunities to engage children, we encourage you to find ways to maintain your focus on the same things that matter in every classroom: student safety, building strong relationships with students and families, and creating equitable access to learning by accommodating students’ different learning needs.
|https://www.tn.gov/content/dam/tn/education/health-&-safety/Academics_Toolkit_3.23.20.pdf||As virtual or distance learning takes place to the general student population during a school closure, the school or district must ensure that students with disabilities also have equal access to the same educational opportunities, taking into consideration the individual needs of students (https://www.tn.gov/content/dam/tn/education/health-&-safety/SPED%20Guidance%20COVID_TN%20Final.pdf)|
If students cannot get internet access to their homes by either hardline or cellular, the reference links includes information from Kajeet who can provide mobile, bus-based internet hotspots for districts.
K – 2nd grade learners should experience digital learning for 60 minutes or less for daily instruction. Other opportunities should focus on blended or packet-based learning. In addition, family supports need to be more prevalent when sending K-2 learning resources home, which should consider any additional supports that might be needed. Finally, learning opportunities should include play-based and exploratory activities. See the “Resources” section of this document for additional information. 3rd – 5th grade learners should also have limited direct digital instruction each day. Students in grades 3-5 should have independent practice activities in all content areas as well as include exploration and inquiry opportunities with their family. See the “Resources” section of this document for additional information.
|https://www.tn.gov/content/dam/tn/education/health-&-safety/Academics_Toolkit_3.23.20.pdf||K-2 60 min or less 3-5 "should also have limited direct digital instruction each day," provides a sample schedule of ~4 hrs of reading (30-60 min), writing (20 min), math (30), science/s.s. (30), physical movement (45), creativity (30-45+)||provides a sample schedule of ~4 hrs of content-specific reading (45 min), independent reading (30 min), writing grounded in text (20-30), science/s.s. (30), physical movement (45), creativity (30-45+)||N/A||Graduating students are not required to complete an EOC test to receive credit; " At this point, districts should work to allow students to graduate without summative assessments, including the required college entrance exam (ACT/SAT). The state board, in partnership with the department, will be crafting updated guidance, policies, and rules to this effect. " (https://www.tn.gov/content/dam/tn/education/health-&-safety/FAQ%20for%20Assessment%20and%20Accountability%20COVID-19%20Guidance.pdf)||1||1||1||1||1||1||1||1||1||1||1||1||https://www.tn.gov/content/dam/tn/education/health-&-safety/Academics_Toolkit_3.23.20.pdf||1||0||1||0||0||1||1||0||0|
|Texas||Texas Education Agency||https://tea.texas.gov/coronavirus|
|At-Home Schools/Learning; Instructional Continuity||Instructional Continuity Planning Framework||March 27|
Special Education and Special Populations Guidance
"The purpose of instructional continuity planning is to help districts launch “at-home schools” that maximize the amount of instructional time for students this school year and support student mastery of grade level standards." // 5 step plan to guide districts in assessing student, teacher, and district tech access; designing an at-home curriculum, schedule, and instruction model; and developing assessment and communication methods
|https://tea.texas.gov/sites/default/files/Instructional_Continuity_Detailed_Guidance_3.29.2020.docx||"There is no defined or correct method to adequately and equitably meet the needs of all students in an unprecedented event such as the current COVID 19 pandemic response. LEAs need to be flexible and consider employing a variety of delivery options as they make reasonable efforts to provide services to students with disabilities." (p. 1) // "In planning for school closure and the potential distance delivery of educational services (including special education and related services), LEA and school staff will want to prioritize decisions and actions based on health and safety first, communication with staff and families, and then consider requirements of IDEA and state law" (p. 2) | "Ensuring the online learning system can effectively support the district’s different learning and teaching needs, including the ability to provide differentiated instruction as well as one-on-one support for students who need it. Regardless of where the learning is taking place, supports identified on a student’s Individualized Education Program (IEP) must be provided if the district is operating." (p. 1: https://tea.texas.gov/sites/default/files/instructional_continuity_general_guidance_march_12_t.pdf)|
Phase I: Conduct Landscape Analysis: "Assess student and teacher at-home access related to technology, delivery methods and instructional materials" (slide 6, PPT); Sample question for districts: What levels of access to students and teachers have to at-home technology, and how do your resources support or not support students with at-home instruction? (slide 6, PPT); TEA also provides sample parent/student technology access survey items for districts
There are multiple instructional delivery methods that can be used to support the instructional continuity plan. These options range from no technology to technology- assisted instructional solutions and technology-integrated solutions. Instructional strategies will vary with each solution. While districts and charters have the option to provide online learning as part of its instructional continuity plan, it is important to note that districts can also provide “low-tech” solutions as well, including workbooks and worksheets
|https://tea.texas.gov/sites/default/files/planning_for_instructional_continuity_v13_t.pdf||Leaves planning largely up to district in form of excel tracker: "Design weekly/daily schedules for remainder of school year; a) Identify time constraints around existing school day (e.g,. screen time), b) Set weekly and daily schedules for teachers and students aligned to selected instructional materials"||Leaves planning largely up to district in form of excel tracker: "Design weekly/daily schedules for remainder of school year; a) Identify time constraints around existing school day (e.g,. screen time), b) Set weekly and daily schedules for teachers and students aligned to selected instructional materials"||Each district can adopt its own policy, but here are some of the options TEA lists in its recs: (1) delay grading for a short period of transition time (2) record fewer grades (while still monitoring student progress), (3) choose min/max # of assigments for which grades will be recorded, (4) provide self-addressed, stamped envelopes for students to return specific assignements for grading, (5) pass/fail, (6) provide feedback without grades // by law, districts must provide parents with notice of students’ performance at least one every 12 weeks // GPA calculation not required||End-of-course exams for graduation and requirements are waived for current seniors (they can graduate through what's called an individual graduation committee IGC, and TEA offers detailed step-by-step recommendations for IGCs||1||1||1||1||1||1||1||1||1||1||1||1||https://tea.texas.gov/sites/default/files/Instructional%20Continuity%20Planning%20Overview.pptx||1||1||1||0||0||0||1||1||0|
|Utah||Utah State Board of Education||https://www.schools.utah.gov/coronavirus|
Statewide Connectivity and Learning Resources to Support Students During the Coronavirus Outbreak
Continue providing learning opportunities for all students. Provide graduating seniors the content they need to transition. Maximize opportunities for students to continue to receive meal services. Make every effort to keep staff gainfully employed. Support student and staff mental health and social emotional needs.
How are families who do not have access to the internet going to access remote instruction? Remote instruction does not necessarily mean online, and many schools are using analog methods. Each local education agency is creating a continuity of education plan detailing methods for providing remote instruction and to support students regardless of access to technology.
How are families who do not have access to the internet going to access remote instruction? Remote instruction does not necessarily mean online, and many schools are using analog methods. Each local education agency is creating a continuity of education plan detailing methods for providing remote instruction and to support students regardless of access to technology.
|https://www.schools.utah.gov/file/4ae16501-83dd-4a2d-9044-e81b517ce26c||N/A||N/A||N/A||Existing administrative rule gives districts and charter schools much leeway in determining course credits toward graduation. Of 2 course, parents and educators in Utah want to know what this unprecedented situation means for high school seniors. Teachers, students, and families are working together to find ways to complete required course work remotely to graduate on time||1||1||1||0||1||0||0||1||1||1||1||1||https://www.schools.utah.gov/coronavirus?mid=4985&aid=7||1||0||0||1||1||0||1||0||0|
|Vermont||Vermont Agency of Education||https://education.vermont.gov/news/covid-19-guidance-vermont-schools|
|Remote Learning||Transitioning to Remote Learning||March 27|
Question and Answers on Addressing the Needs of Students with Disabilities During School Closure due to a Novel Coronavirus Outbreak
Connect with every student, every day; Design daily expectations; attend to accessibility; attend to equity
|https://education.vermont.gov/sites/aoe/files/documents/edu-transitioning-to-remote-learning.pdf||If a school provides educational opportunities to the general student population through remote educational services after April 6, 2020, then the LEA must ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student’s IEP. The LEA must also maintain its obligation to provide students with disabilities with equal access to the same opportunities as their peers without disabilities.|
According to the Vermont Agency of Education, educational equity means that every student has “access to the educational resources and rigor they need at the right moment in their education across race, gender/identity, ethnicity, language, disability, sexual orientation, family background and/or family income.” Educational Equity is the degree of achievement, fairness and opportunity in education as measured by a standard of success.
Educators can use this initial closure period to review materials and resources through a lens of equity and access. It is important to keep in mind the unique skills and abilities of each child, recognizing that home learning environments vary also. Educational resources that include clear instructions should be available in both print and online. Additionally, identifying a time when parent/guardians can contact educators virtually or by phone is important. Finally, coordination of efforts among classroom teachers, special educators, and teachers of English learners is essential for verifying that materials sent home in the future are aligned with student goals.
|https://education.vermont.gov/sites/aoe/files/documents/edu-maintenance-of-learning-guidelines-for-educators.pdf||(Max 2 hour sync)||(Max 2 hour sync)||N/A||N/A||1||1||1||1||1||1||0||1||1||1||1||1||https://education.vermont.gov/sites/aoe/files/documents/edu-transitioning-to-remote-learning.pdf||0||0||1||0||1||0||1||0||0|
|Virginia||Virginia Department of Education||http://www.doe.virginia.gov/support/health_medical/office/covid-19.shtml||Continuity of Learning|
GUIDANCE ON GRADUATION REQUIREMENTS, AWARDING OF CREDITS, AND CONTINUITY OF LEARNING
COVID-19 FAQ Special Education and Student Services
identify the specific content that had not been taught and assessed as of Friday, March 13, 2020; develop an equitable plan to incorporate the missing content into the curriculum for all students, per guidance included in this document for specific groups of students.
|http://www.doe.virginia.gov/support/health_medical/office/covid-19-grad-credits.shtml#learn||If a school closure causes educational services for all students to pause within a school or division, then the school/division is not required to provide services to the affected students eligible for special education services during that same period of time. If a division has extended school closures, VDOE has advised that school divisions should consider options and ideas to engage students in reading, thinking and learning. Creating such opportunities should be done with careful consideration of providing equitable access and support for a variety of students. Due to the waivers that are likely to be granted for school closures related to COVID-19, schools should not consider these strategies for continuity of learning as make-up days or hours. Positive proactive strategies to continue engagement in learning are not a form of instruction/instructional day and thus would not require school divisions to offer FAPE. If a school division does begin to offer instructional services by alternative means the division will remain responsible for the free appropriate public education (FAPE) of its students eligible for special education services with an individualized education program (IEP). Accessible technology may afford students, including students with disabilities, an opportunity to have access to high-quality educational instruction during an extended school closure, especially when continuing education must be provided through distance learning. Once school resumes, the school must return to providing special education and related services to students with disabilities in accordance with the student’s IEP, or for students entitled to FAPE under Section 504, consistent with any plan developed to meet the requirements of Section 504. Additionally, after an extended closure, divisions are responsible for reviewing how the closure impacted the delivery of special education and related services to students eligible for special education services. Additional specific guidance will be provided to division level special education directors.|
The provision of instruction should be done with careful consideration of providing equitable access and support for a variety of students. Learning modules should provide equitable access to all learners, including students with disabilities, English learners, students lacking access to high-speed Internet or devices to access, and students who are economically disadvantaged, among others.
Learning modules could be delivered to students through various instructional models, including face-to-face, blended, or self-paced under teacher supervision.
|http://www.doe.virginia.gov/support/health_medical/office/covid-19-grad-credits.shtml#2021||N/A||N/A||The authority to award grades and determine grade point averages rests with local school divisions. School divisions should consider the guidance related to distance and online learning and the considerations regarding equity and a thoughtful approach to instruction, and the impact of alternative measures of achievement and mastery, including the possibility of offering “pass” or “fail” as a final grade. Whereas the VDOE recognizes that decisions on grades are a local decision, the VDOE does not recommend grading work completed during the closures since schools are closed. Additionally, VDOE recognizes that grade calculations and GPA are a local policy issue. VDOE does recommend that school divisions establish a methodology to fairly calculate grades based on work previously completed and a methodology for including said grades in GPA calculations and on student transcripts. VDOE encourages school divisions to work closely with VDOE should they feel they need additional flexibility within the transcript regulations.||The Superintendent will provide as much flexibility as is prudent and allowable by the Code of Virginia for those students currently enrolled and graduating with the 2019-2020 cohort. Flexibility provisions will need to consider students facing the following barriers to graduation. The following graduation requirements can be waived based on authority granted to the Superintendent of Public Instruction per Executive Order Fifty-One (2020): Students currently enrolled in a course for which they need a verified credit in order to graduate; Students who have previously been awarded standard credit, but have not earned the associated verified credit; Students who have not completed the student-selected test; Students who are currently enrolled in or have previously completed a course leading to a CTE credential necessary for a Standard Diploma but have not yet earned the credential; Students who have not completed a United States and Virginia history course*; Students who have not completed a fine or performing arts or career and technical education course*; Students in the second of sequential courses*; Students who have not completed an economics and personal finance course*. *Some credit-based graduation requirements are still provided for in the Code of Virginia. While these cannot be waived outright, these can be addressed by providing new instruction or pursuing alternate pathways to the 140-clock-hour requirement based on revised Board of Education’s Emergency Guidelines for Local Alternatives for Awarding Standard Units of Credit (pending approval on April 2, 2020).||1||0||0||0||1||1||1||1||0||1||1||1||http://www.doe.virginia.gov/support/health_medical/office/covid-19-grad-credits.shtml#2021||1||1||0||0||0||0||0||0||0|
Washington Office of the Superintendent of Public Instruction
|Continuity of Learning|
Guidance for Long-term School Closures as of March 23, 2020
|March 23||Special Education Guidance for COVID-19||March 24|
Keep students at the center; Design Learning for Equity and Access, Assess Student Learning
|https://www.k12.wa.us/sites/default/files/public/bulletinsmemos/bulletins2020/4_Guidance%20for%20Long-term%20School%20Closures%20as%20of%20March%2023.pdf||If the district continues providing education opportunities to students during the closure, this includes provision of special education and related services, too, as part of a comprehensive plan. This requirement ensures students with and without disabilities are treated equitably and is required by federal and state anti-discrimination laws, including Title II of the ADA, Section 504 of the Rehabilitation Act, and the IDEA. District leaders should consider the use of accessible distance technology, the use of small groups of students with disabilities and access to nondisabled peers, instructional phone calls, and other curriculum-based activities. The Special Education Technology Center, an-IDEA funded State Needs Project, has provided technical assistance. District staff and staff from other impacted agencies and facilities should be included in planning efforts, as they bring expertise regarding services to students with disabilities, which can be embedded through the district plan. There may be “exceptional circumstances” that could affect how a particular service is provided, which may result in a later need to provide compensatory education.|
Design Learning for Equity and Access Plan and deliver content in multiple ways so all students can access learning. ✓ Teach Content: Set goals using knowledge of each student and of Washington State K– 12 Learning Standards. ✓ Deliver Flexible Instruction: Consider how to deliver content depending on tools and resources accessible to each student. Delivery of instruction may include printed learning materials, phone contact, email, technology-based virtual instruction, or a combination to meet diverse student needs. ✓ Engage Families: Communicate with families about engagement strategies to support students as they access the learning. Families are critical partners. Provide translations as necessary
We should avoid assuming that continuity of education outside of a typical school building can only occur through online means. Districts will provide instruction using printed learning materials, phone contact, email, technology-based virtual instruction, or a combination to meet student needs.
|https://www.k12.wa.us/sites/default/files/public/bulletinsmemos/bulletins2020/4_Guidance%20for%20Long-term%20School%20Closures%20as%20of%20March%2023.pdf||N/A||N/A||To honor student work, consider adoption of pass/no credit grading, competency-based credit, or other grading methods.||work examples, CBE, credit no credit, etc. https://www.k12.wa.us/sites/default/files/public/bulletinsmemos/bulletins2020/3_Guidance%20for%20Long-term%20School%20Closures%20as%20of%20March%2020.pdf||1||1||1||0||1||1||1||1||1||1||1||0||N/A||1||1||1||0||0||0||0||0||0|
|West Virginia||West Virginia Department of Education||https://wvde.us/covid19/||Continuity of Education||School Guidance||N/A|
Supporting Continuity of Teaching and Learning for Students with Disabilities During an Extended School Closure
During this unparalleled time, we must avoid assuming that continuity of education outside of typical school buildings only can occur through online means. Counties will continue to provide student engagement opportunities using learning materials, phone contact, email, technology-based virtual instruction or a combination of all of the above to meet student needs. Forthcoming guidance regarding student engagement will be grounded in compassion, communication and common sense rather than traditional compliance measures that most are accustomed to in our education community. "Feeding children is our number one priority."
|https://wvde.us/school-closure-extended/||The West Virginia Department of Education (WVDE) Office of Special Education & Student Support (OSESS) is dedicated to supporting our students, families and staff making this a top priority during the ordered school closure period, which seeks to diminish the spread of the Novel Coronavirus Disease 2019 (COVID-19). Our goal is to ensure students with disabilities receive educational services as closely to the manners prescribed within their Individualized Education Programs (IEPs). We recognize the challenges you face during this unexpected and unprecedented time|
All documents on this page were selected to address the needs of ALL students.
During this unparalleled time, we must avoid assuming that continuity of education outside of typical school buildings only can occur through online means. Counties will continue to provide student engagement opportunities using learning materials, phone contact, email, technology-based virtual instruction or a combination of all of the above to meet student needs.
|Wisconsin||Wisconsin Department of Public Instruction||https://dpi.wi.gov/sspw/2019-novel-coronavirus||Virtual Learning Time; eLearning; Distance Learning|
District Planning and Implementation Resources for Continuity of Learning
Extended School Closure due to COVID-19 Special Education Question and Answer Document
Our Wisconsin digital equity pillars define four characteristics to ensure schools can serve all students: accessible digital content, a designated computer at home for school activities, internet access, and digital literacy training for staff and students.
|N/A||We would also like to encourage districts to provide learning opportunities to students if possible so students can make educational progress despite the significant disruption of school closures. This includes providing students with disabilities access to these opportunities to the greatest extent possible during this public health emergency. If some services cannot be provided or minutes are reduced, the LEA must consider, whether and to what extent, compensatory services are required once the school reopens. These determinations must be made on an individual student basis. Link: https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/Extended_School_Closure_due_to_COVID_Revised_3-25-2020.pdf|
Our Wisconsin digital equity pillars define four characteristics to ensure schools can serve all students: accessible digital content, a designated computer at home for school activities, internet access, and digital literacy training for staff and students.
WI DPI does not provide a policy statement but has "low-technology options" listed here under "Instructional Technology Options": https://dpi.wi.gov/cal/innovation/virtual-learning-time/district-planning-and-implementation-resources
|https://dpi.wi.gov/cal/innovation/virtual-learning-time/district-planning-and-implementation-resources||N/A||N/A||DPI appears to leave grading recs to the districts: Policies and decisions about transcripts are determined locally by individual school districts in Wisconsin: https://dpi.wi.gov/cal/transcripts-information-and-resources||Options for students who have completed the state-required grad credits or who were on track to complete them had the school year not been suspended: school boards could modify district policy to grant high school diploma or could determine that coursework completed to-date is sufficient, could provide additional learning opportunities to met requirements, or could request waiver from state superintendent // for students who were not on track, school boards could provide targeted online resources, aid for virtual summer school for grades 7-12, waivers would not be approved for this group||0||1||1||1||1||1||0||1||1||1||1||0||N/A||1||0||1||1||0||1||1||0||0|
|Wyoming||Wyoming Department of Education||https://edu.wyoming.gov/educators/covid-19-resources/||Adapted Learning|
Wyoming Adapted Learning Best Practice Considerations and Checklist Logistics Considerations
Wyoming Corona Virus COVID-19 Letter to Families of Students with Disabilities
"For the purposes of an emergency school closure, the information provided below is guidance for districts wishing to implement Adapted Learning. Assurances to maintain instructional fidelity for ALL STUDENTS remain the responsibility of the individual school/district. For emergency school closures, district/school plans for Adapted Learning would not need to be submitted to the Wyoming Department of Education (WDE)." // WY is encouraging districts to develop and submit an adapted learning plan that considers attendance, communication plan, professional development/training plan, wraparound services to "meet the needs of the whole child," engaging community partners, tech access & suppoty, offline support, and student privacy
|https://edu.wyoming.gov/in-the-classroom/technology/distance-ed/adapted-learning/||As districts and schools are determining the most appropriate steps to ensure student and staff safety, we want to take this time to provide guidance relating to students with disabilities and their services. It is extremely important for families and schools to collaborate and communicate regarding services for students with disabilities.|
or the purposes of an emergency school closure, the information provided below is guidance for districts wishing to implement Adapted Learning. Assurances to maintain instructional fidelity for ALL STUDENTS remain the responsibility of the individual school/district.
Teachers will provide alternatives for any student without internet access at home.