State eLearning Plans

In many cases, states have waived specific policies related to the limits for the number of consecutive days for eLearning and any application process in the wake of the COVID-19 school closures.

Learn more about state policies and practices via SETDA’s Digital Instructional Materials Acquisition Policies for States and eLearning Days: A scan of policy and guidance from (December 2019).

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eLearning Exemplars

States listed here have been leading the way in pioneering eLearning days with their students over the last several years. Many in this section already had provisions in place to compensate for inclement weather. Expand each state for a description of their work and some links to resources they are sharing.

Arkansas

The Arkansas Department of Education – Division of Elementary and Secondary Education (DESE) has created guidance for the use of Alternative Methods of Instruction for school closures during situations that are deemed necessary for safe measures for all stakeholders.  AMI days can be implemented by using digital and non-digital resources.

Alternative Methods of Instruction (AMI)
Act 862 of 2017 allows a public school district and open-enrollment public charter school to develop a plan for alternative methods of instruction to be used on days when the superintendent closes school due to exceptional or emergency circumstances.  As stated in the legislation, the Commissioner of Education may grant up to the equivalent of ten (10) student attendance days for public school districts that have an alternative instruction plan approved by the commissioner for the use of alternative methods of instruction, including without limitation virtual learning, on days when the public school district is closed due to exceptional or emergency circumstances such as: a contagious disease outbreak, inclement weather, or other acts of God; or a utility outage. The public school district’s alternative instruction plan shall demonstrate how teaching and learning in the public school district will not be negatively impacted by the use of alternative methods of instruction.

Arkansas Department of Education has approved waivers for schools to use AMI days for continued instruction for the remainder of the 2019-2020 school year.

Colorado

E-Learning Days
In the event a district implements “E-Learning Days” in lieu of canceling a scheduled student contact day for any reason (such as weather, etc.), the following criteria must be met and documented:

  • District board of education definition of educational process (e.g., in board policy, board resolution, governance document, etc.), which includes E-Learning Days (with corresponding definition)
  • Documentation (e.g., regulations, course syllabus, handbook, etc.) outlining district policy (if not included in board policy) that describes the following:
    • Acceptable ways in which teacher-pupil instruction and contact time can occur outside the classroom during E-Learning Days, including how teacher-student interaction will be documented
    • Acceptable ways in which attendance/participation should be documented

Further, the district must ensure that all students have the appropriate electronic equipment and resources, including but not limited to hardware and internet access, to participate in the E-Learning Days.
If E-Learning Days are being used for any purpose other than described above, the district should contact the School Auditing Office.

Colorado Guidance

Illinois

Launched in 2015 as a pilot program, Illinois’ eLearning program school districts may choose to provide instruction to students outside of the attendance center in lieu of using one or more emergency days required under Section 10-19 of the School Code [105 ILCS 5/10-1]. This flexibility is available via Section 10-20.56 of the School Code [105 ILCS 5/10-20.56] which authorizes a  program.

Resources

Indiana

The Indiana Department of Education (IDOE) eLearning Day Program can be used on a day of inclement weather, on a make- up day for inclement weather, or on a planned day for a myriad of valid opportunities, eg: professional learning for teachers, parent meetings, etc. School districts must still meet the IDOE criteria, fill out an online application, and receive approval from the IDOE Office of eLearning in order to utilize eLearning Days.

Update: The Office of Curriculum and Instruction created a site to provide resources for educators and families during this time of extended remote learning that is continuously being updated. Indiana is also working with PBS Learning Media to reach those without internet. In addition, Indiana is working on a Continuity of Learning Guidance Plan to provide guidance for educators to meet the immediate need of supporting learning outside of our normal practices as a means to bring clarity and focus to the experience of our teachers, students and families as they finish the 2019-2020 school year.

Update: The Digital Learning Toolkit provides resources for educators to utilize as they seek to support while ensuring a robust and highly-effective digital learning program.

Kentucky

The Non-Traditional Instruction Program (NTI) is a program that encourages the continuation of academic instruction on days when school would otherwise be canceled. School districts create plans to deliver instruction to every student in the district and provide for student and teacher interaction on NTI days, with the ultimate goal of reducing potential learning loss. The Commissioner of Education can waive up to 10 NTI days to count towards student attendance days in the school districts’ calendars.

Minnesota

Minnesota districts may adopt a plan for eLearning to be utilized for up to 5 days per year for instruction during inclement weather. Plans must be approved by local school district board of education prior to use, provide adequate accommodations for students without sufficient Internet or resources available in their homes. Teachers must be “available” to students by “telephone” during normal school operational hours.

New Hampshire

Remote Instruction

A school district or private school may conduct instruction remotely. 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.

Resources:

Pennsylvania

A Flexible Instructional Day (FID) Program is a tool available to public school entities to be used as an alternate approach to delivering instruction if a circumstance arises that prevents instruction in customary manner. With the passage of Act 64 of 2019, section 1506 was added to the Public School Code. Public school entities now have the opportunity to develop a Flexible Instructional Day program, enabling the public school entities to meet the 180 instructional day requirement of section 1501. The FID program may be online, offline, or a combination of the two. Act 64 defines a school entity as a school district, intermediate unit, area vocational-technical school, or charter school or regional charter school, as defined under section 1703-A. While public school entities are expected to build make-up days into their local school calendars, FIDs can support the public school entities in cases when circumstances (e.g., a disease epidemic, a hazardous weather condition, a law enforcement emergency, the inoperability of school buses or other equipment necessary to the public school entity’s operation, damage to a school building, or a temporary circumstance rendering any portion of a school building unfit or unsafe for use) prevent the delivery of instruction in its customary manner or location. If the public school entity chooses to implement a FID program, the number of flexible instructional days may not exceed five (5) days per school year.

Flexible Learning Days Guidance

Rhode Island

In 2017, the Governor signed a bill into law requiring that the Rhode Island Department of Education (“RIDE”) establish a policy that allows districts to submit detailed plans if their schools intend to conduct instruction through virtual education when schools have been closed due to inclement weather or other emergency. This guidance document contains information about the process a Local Education Agency (“LEA”) should use to submit a plan, the components that should be included in the plan, and a rubric establishing criteria as to how the plan will be evaluated.http://www.ride.ri.gov/TeachersAdministrators/OtherToolsInformation/VirtualInstructionalDay.aspx

Rhode Island Planning Guide for Administrators and Educators

South Carolina

South Carolina law defines an instructional day as well as the requirements for make-up days. An instructional day for elementary students is a minimum of 5.5 hours a day while secondary students are required to complete 6 hours. The same stipulations are required for an eLearning day. The eLearning Application (see p. 10) that districts submit to the SC Education Oversight Committee (EOC) requires the superintendent of the school district and the board of trustees of the school district to certify that the district: 1. “Meets the following minimum requirements to participate in the eLearning pilot to use eLearning to make up days missed due to inclement weather; 2. Agrees to provide data to the EOC or independent consultants hired by the EOC to evaluate implementation of the pilot. The data elements will be mutually agreed upon by the EOC and the pilot school districts; however, all data elements will be consistent across districts participating in the pilot; and 3. Agrees to facilitate the collection of online surveys as requested by the EOC to identify the successes and challenges of the pilot from the perspective of administrators, classroom teachers, students, and parents.” Those districts interested in piloting have to get approval from the EOC. Five districts were awarded 2018 pilot, and ten more were approved for the school year 2019–20 pilot.

Guidance

Wisconsin

The state administrative rule that governs school district standards (PI 8) was modified to recognize new and emerging methods of delivering instructional programming. PI 8 spurs innovative ways to engage students and teachers outside of the traditional day and place through virtual options for learning. Times may be used on a day when school is canceled, as a planned day, or as a makeup day when a day of school was missed. There are a variety of reasons a school would use Virtual Learning Time. These include, but are not limited to, snow or other inclement weather, professional development, widespread illness, and flooding. It is up to individual school districts to determine how many days they can effectively deliver instruction via Virtual Learning Time, including how many consecutive days.

 

Download eLearning Exemplars Data

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Emergency (COVID-19) Plans

This section highlights those states who have shared information about their evolving plans for supporting eLearning in response to COVID-19.
Expand each state for a description of their work and some links to resources they are sharing.

Alabama

The Alabama State Department of Education (ALSDE) has surveyed Local Education Agencies (LEA) superintendents, as well as researched other states’plans of assistance to help districts complete the remainder of the 2019-2020 school year.

Priorities and Technical Assistance
The ALSDE is committed to providing essential technical guidance and support mechanisms to assist LEAs in completing this unprecedented school year by allowing flexibility—with statewide parameters—and for as much as practical, proceed with graduation and promotion procedures by June 5, 2020. This information is included in the LEA Academic Continuity Plan

The ALSDE has identified minimum parameters for LEAs to consider when completing the LEA Academic Continuity Plan:

Core Academic Areas; Delivery Platform Options (Section A); Grades K-8 Critical Core Academic Standards (Section B – Option I); Grades 9–11 Critical Core and Required Courses (Section D – II); and Limited Scope of Delivery.

The ALSDE has coordinated multiple statewide efforts to assist LEAs with differentiated supports & resources. Additional information can be accessed in a newly developed “Emergency End-of-Year School Closure” technical guidance manual.

State Link: https://www.alsde.edu/covid-19

Arizona

COVID-19: Guidance and SuggestionsThis page contains guidance and resources for Arizona’s public district and charter schools as they navigate COVID-19 response.

Education Pandemic Planning: The purpose of this document is to provide informal guidance to Arizona Pre K-12 schools on the recommended actions to be taken to prepare for, respond to, and recover from a pandemic or similar public health emergency.

State Link: https://www.azed.gov/communications/2020/03/10/guidance-to-schools-on-covid-19/

Alaska

The Alaska Department of Education & Early Development (DEED) has launched a guidance and resource site to support our shift to remote instruction and home-based learning. The AK Learns Teaching & Learning Support site organizes resources for families and teachers, including online and off-line activities, ideas, and guidance. A “Tools” page showcases several high-quality “top picks” currently offering free access for teachers and families. An “Educational Resources” section is organized by both grade-band and content area, and a separate “For Families” section has been designed to provide information and resources selected specifically for parents and care givers.

On March 31, 2020, the Alaska Statewide Virtual School (AKSVS) will launch through a partnership with the Florida Virtual School Global program, providing fully online course offerings for students in grades K-12. Course information and registration for Alaska’s students is available on the AK Learns site.

On or before April 3, 2020, a “Leader to Leader” section will be added to the AK Learns site to provide guidance for and address specific questions and concerns from superintendents, district leadership, and school-level administrators.

California

Distance Learning : This page refers to many specific resources to support local educational agencies (LEAs) in developing, improving and extending instruction through their distance learning capabilities, the CDE has not extensively reviewed all resources. Individual LEAs are responsible for assessing the appropriateness of any specific resource prior to implementation.

Resources to support digital learning.

State Link: https://www.cde.ca.gov/ls/he/hn/coronavirus.asp

Connecticut

The State of Connecticut has assembled a compendium of local and national resources to support remote learning for K – 12 and higher education. Resources include guiding considerations for district leaders, planning frameworks and checklists, programs to connect learners outside school, a list of free and reduced-price software, and free and open educational resources (OER).

Delaware

The Delaware Department of Education (DDOE) provides timely education information, resources, and support to Delaware educators and families.

State Link: https://www.doe.k12.de.us/covid19#updates_by_topic

Florida

The Florida Department of Education (FDOE) provides information and resources for students, parents and school districts as they transition into distance learning.

Best Practices for Distance Learning

State Link: http://www.fldoe.org/em-response/distance-learning.stml

Georgia

Multiple resources are available to support these efforts, including courses for teachers on distance learning, direct resources for students, and more.

State Link: https://www.georgiainsights.com/coronavirus.html

Guam

Guam Home Learning Resources
The GDOE is providing online resources to help parents and students stay engaged during this time away from school. The GDOE Home Learning website provides weekly supplemental learning resources for students and may be accessed here.

Grab & Learn Distribution
GDOE schools are also distributing hard copy packets of lessons for students and families who do not have reliable or consistent internet access. These packets contain information and resources along with weekly lessons and activities.

  • View the elementary school Grab & Learn distribution schedule here.
  • View the middle school Grab & Learn distribution schedule here.

Information for Special Education Stakeholders
COVID-19 information for Special Education stakeholders may be found here.

Hawaii

The Hawaii State Department of Education (HIDOE) is working closely with the Hawaii Department of Health (DOH) on COVID-19 guidance for our students, teachers, parents and staff. In close coordination with DOH, existing HIDOE emergency response plans are being adapted for future implementation when needed. Detailed communications from schools are planned to keep parents notified should the situation arise.

Idaho

Schools can play an important role in efforts taken by health officials to prevent the introduction and spread of coronavirus.

Illinois

This document provides information and clarification to districts, schools, leaders, teachers, students, and parents as they design and implement remote learning in response to the COVID19 emergency, which is different from statutory e-learning plans. ISBE acknowledges that all students, families, schools, and districts are diverse, and supports remote learning that meets local needs and, to the greatest extent possible, minimizes the negative impact this unprecedented moment has on our students’ educational trajectories.

Iowa

The Iowa Department of Education is providing guidance and information for Iowa school districts, community colleges and other stakeholders in response to an expanding global outbreak of respiratory illness caused by a novel (new) coronavirus. The disease the virus causes has been named COVID-19. Guidance and information will be updated as additional information becomes available.

Kansas

Continuous Learning 2020
This site is designed to provide guidance and resources to Kansas school districts as they develop and implement their Continuous Learning plans to meet the immediate need of supporting learning outside of normal practices.

 

State Link: https://sites.google.com/ksde.org/kansascontinuouslearning2020/home?authuser=0

Louisiana

On April 15, Gov. John Bel Edwards signed a proclamation PDF to extend the closure of public school facilities to students for the remainder of the 2019-2020 school year, to curb the spread of COVID-19. School systems are currently engaging students in distance education.

Maine

The Maine Commissioner of Education has recommended that schools “begin to plan to replace classroom/group instruction with remote/distance learning for the remainder of the 2019-2020 school year.”  Since March 13th, the Maine DOE has been providing guidance and advice, professional learning (daily virtual meetings), resources for educators and parents (including “low-tech” and cross curricular opportunities) and has even worked with local public broadcasting to create educational television programming.  Additionally, the Maine DOE has provided laptops and hotspot devices to schools to distribute to all students who need them to meet their home connectivity needs and move toward statewide 1:1 access for grades K-12.  Local school boards have been asked to develop and approve plans for their school systems and share evidence of the approval with the Maine DOE.

Maryland

Maryland is a local control state. As a result, each of Maryland’s local school systems have developed a Continuity of Learning plan that meets the needs of their educators and students. Similar components are appear in all of the plans.

Michigan

The Michigan Department of Education (MDE) does not have specific guidance on eLearning, but has developed guidance specific to distance learning during COVID-19. Michigan and the nation are experiencing extraordinary challenges with the COVID-19 pandemic. Due to this situation, Michigan Governor Gretchen Whitmer has issued Executive Order 2020-35 to outline the provision of K-12 education during the remainder of the 2019-2020 school year. The Michigan Department of Education (MDE) is providing information and guidance – developing numerous resources to assist local school districts, educators, and families. Resources listed below include a Guide for Learning at a Distance, Educator’s Guide to Supporting the Social and Emotional Needs of Students, and the Continuity of Learning and COVID-19 Response Plan (“Plan”) Application Template.

Mississippi

Gov. Tate Reeves on April 14, 2020, directed all Mississippi schools to remain closed through the end of the 2019-20 school year to curb the spread of the COVID-19 (coronavirus). Gov. Reeves said schools should continue offering distance learning opportunities to students through the end of the school year.

Missouri

Due to public health measures aimed at limiting the spread of COVID-19, schools across our state have closed their doors. During this time, we know Missouri educators will work hard to support the needs of our diverse student population while they are not in school. Our vision to improve lives through education and mission to provide access to educational opportunities will be challenged by:
– unequal access to technology;
– issues around digital rights, safety and privacy;
– diverse emotional responses to home lives and the pandemic;
– learners’ household and community responsibilities;
– access to healthy, safe and supportive learning environments;
– connection to peers and adults to support learning and sense-making; and
– equity in access and meaningful participation for diverse learners and their families, including emerging multilingual students, students receiving special education services and students in poverty.

Montana

The Governor released a directive on April 22 with provisions for a phased reopening of Montana. This directive rescinds the school closure directive and schools are no longer required to operate under the distance learning plans that they submitted to the Governor, nor do schools have to submit new plans. Schools are able to reopen on May 7 and may continue providing distance learning or a mixed-delivery model per MCA 20-7-118 or declare local emergency school closures per MCA 20-9-806. This new directive essentially returns education back to local control by districts. Districts should continue to consult with their local health authorities in decision-making as well as the additional guidelines in the Governor’s directive. Schools should also make every effort to stick to their established academic calendar.

Nebraska

The Nebraska Department of Education (NDE) is committed to assisting school communities during public health emergencies. Local school systems should be developing plans to support the “continuity of learning” in an alternate learning environment. Continuity of learning is the continuation of education during a prolonged school attendance center closure.

Continuity of Learning

State Link: https://www.education.ne.gov/publichealth/

Nevada

The Nevada Department of Education continues to work closely with the Governor’s Office and other State agency partners to promote the health and safety of our students, educators, staff, and communities during the COVID-19 pandemic. The resources below will be updated regularly as new information becomes available.

The Department of Education is currently experiencing intermittent phone issues with increased phone traffic. We apologize for the inconvenience and thank you for your patience as we work through these issues.

The Department is expending every available resource on responding to the COVID-19 pandemic, and we currently estimate eight to ten weeks to compile documents in response to public information requests.

New Hampshire

Collecting resources to share with districts, working on adapting Title IV-A adjusted requirements for districts to use.

NH Learns Alliance is a coalition of professional organizations, working to get resources for schools and as needed professional development

New Jersey

The New Jersey Department of Education (the Department) is deeply committed to supporting its students, families, and educators as we work together to reduce the spread of COVID-19. The Department recognizes that “schooling” cannot continue as usual and that schools and educators will be addressing the diverse needs of their students in different ways.

New Mexico

New Mexico set up both systems of support and a process for districts and charters to ensure continuity of learning for the remainder of the academic year while transitioning to remote learning.

New York

Guidance on Continuity of Learning
The Board of Regents and the New York State Education Department (NYSED) are providing important information to P-12 schools related to school closures, meals, childcare, continuity of learning, mental health, accountability, special education, and test administration in response to the Novel Coronavirus (COVID-19). We will continue to work with our partners at the state, local, and federal levels to keep school leaders informed as this situation continues to evolve. Please visit NYSED’s dedicated Coronavirus webpage for more information and additional guidance.

North Carolina

The NC Remote Learning Website provides links to remote learning guidance, weekly webinars professional learning, and resources.

North Dakota

Governor Burgum, with State Superintendent Kirsten Baesler, provided guidance to K-12 school districts after the governor ordered schools closed due to the spread of COVID-19. Burgum announced an executive order allowing age-appropriate, distance learning to count toward instructional hours.

Ohio

The Ohio Department of Education’s Remote Learning Resource Guide is designed to be a one-stop shop to help schools, educators, students, parents and caregivers consider how to approach and apply a comprehensive remote learning plan that enables each child to carry on learning during this time of social distancing.

This resource guide addresses the following:

Ohio’s core principles for remote learning;
Defining and deploying remote learning;
Developing and updating remote learning plans;
Existing resources to maximize remote learning;
Identifying internet providers and getting connected;
Using instructional resources to enhance remote learning.

Oklahoma

Prioritizing the safety and health of the school community, the State Board of Education has suspended all in-school activities for the remainder of the school year in order to contain community spread of COVID-19. Beginning April 6, 2020, districts and schools are to establish distance delivery methods for learning until the end of the school year.
Distance learning is any method of learning that happens outside the traditional school building. The approach to distance learning will be different from school to school and district to district because student and staff access to technology and training will be different.
Numerous resources are shared including resources for administrators, teachers, and families, FAQs, and district readiness surveys. Specific guidance is also provided in relation to child nutrition resources, special education and English learner resources, and possible instructional schedules.

Oregon

Oregon’s commitment to Distance Learning for All signals our deep commitment to learning and maintaining an educational pathway for students during this critical time. As educators and leaders, we know the value of school and the importance of learning and social connection. Faced with the challenge of school closure, we have an opportunity to harness new ways of relating, teaching, and learning through a distance learning model. Maintaining student to educator relationships will ensure care, connection, and continuity of learning for us and our students. We are in this together.

The purpose of this Distance Learning for All guidance is to provide a definition of the Distance Learning for All requirements so that we hold shared understanding of our responsibility to serve students during school closure, to help districts and schools assess capacity for distance learning, and to introduce a sample plan that districts and schools can use to implement distance learning. We also outline our commitment to partner and support as we move through complex challenges guided by possibility. As we learn alongside you and come to know more, we will continue to develop and update resources to districts, schools, families, students and communities.

South Dakota

On March 24, Governor Noem asked schools to remain closed through May 1, 2020. During the closures, schools are asked to continue assisting their communities.
Examples of ways to do this include:

  • Offering meals through the school lunch program.
  • Making child care available to school-aged kids of healthcare workers and emergency responders. With long term closures, this may include in-person instruction for these students.
  • Putting online learning into action for those with internet access.
  • Getting instructional packets/materials to students who don’t have internet at home.
  • Offering limited, in-person services to special education and other students as necessary.
  • Continuing to pay hourly/classified staff through school closures.

Education-related resources:

Tennessee

During unexpected school closures, districts may explore options to continue instructional supports through distance learning options. These approaches rely on access and ease of use for both students and instructional leaders in order to be successful. This information will provide guidance and strategies to enable alternative learning pathways through the use of technology.
While the concerns for the physical and emotional well-being of our students, their families, and our educators during this unprecedented time remains everyone’s top priority, strategies to support ongoing opportunities for 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 may 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.

Texas

The purpose of Texas 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. 

The agency has developed an Instructional Continuity Framework that consists of the phases outlined below, each of which has a series of supporting planning categories. Resources will be continuously posted over the coming weeks in alignment with this framework to support districts. Please reach out to [email protected] if you have specific resource requests focused on instructional continuity planning.

Instructional Continuity Framework Resources

Utah

To move all students to high levels of learning powered by technology, all students will need access to infrastructure, devices, and applications that can be most effectively incorporated into learning. While we have some schools doing amazing things, it is imperative that all schools give students the opportunities and tools that they need to succeed in today’s global economy. With teachers serving as architects of learning combined with the knowledge to effectively integrate technology, schools can provide students with a pipeline to explore real world concepts, interact with real world experts, and analyze and solve real world problems. Connected technology offers the potential to keep classroom resources and materials current with the contemporary world to an extent that is unprecedented. Technology also offers opportunities for self-directed, personalized learning projects that can tailor the curriculum to student interests and engagement, and allow teachers to facilitate active student learning rather than merely the rote transfer of information. We know that the right technology in schools – learning technology – done the right way can provide these tremendous boosts to teaching and learning. The following link provides a comprehensive view of the Digital Teaching and Learning Program in Utah and resources to support its implementation: https://www.uen.org/digital-learning/

Vermont

Continuity of Learning
As Vermont schools assist in the state’s overall response efforts, our collective goal is to keep students, families and educators safe as we work to slow the spread of COVID-19. This also means that schools will play new roles in the provision of essential services and have new delivery systems of education.

Implementation of Continuity of Learning Plans
Guidance, information and recommended practices to support SU/SDs and independent schools in implementation of their Continuity of Learning Plans.

Virginia

Guidance from a Continuity for Learning Task Force, including teachers, instructional leaders, and content knowledge experts for educators to meet the immediate needs of supporting learning outside brick and mortar classrooms and ensure that instruction continues so students can successfully close out the 2019-2020 school year and remain prepared for the school year ahead.

The guidance is intended to meet the academic needs from a global perspective that extends beyond online learning to maximize the potential of all learners equitably, regardless of income level, access to technology, English Learner status, or special needs.

Washington

Developed in partnership with a stakeholder group of education leaders, provides school districts with detailed guidance, tools, and resources for meeting student, educator, and family needs while schools are closed.

In late February and early March, we set a high bar for districts who wanted to continue distance learning if their school buildings were to close. The situation in our state has drastically evolved since that time. Subsequent to our initial guidance, Governor Inslee has shut down all schools in the state for a minimum of six weeks (which has since been extended) and the U.S. Department of Education has provided much needed guidance. We have an obligation to our students to provide them with opportunities to continue their learning during this pandemic.

The term “continuous learning” means establishing and maintaining connections with students and families to provide learning materials and supports using a variety of modalities (e.g., email, phone, printed learning materials, and available online platforms).

West Virginia

Governor Jim Justice announced that school buildings and facilities will remain closed while remote learning continues through the end of the school year. The announcement provides a framework for counties to plan for the end of the school year, and the West Virginia Department of Education (WVDE) encourages everyone to remain vigilant in their efforts to address the academic and extended needs of children.

Wyoming

Emergency School Closure Adapted Learning Guidance
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. The Wyoming Department of Education approved the Adapted Learning Plans for all 48 Wyoming school districts at the beginning of April.

The Chapter 41 Virtual Education Emergency Rules Section 14. includes direction for documentation and tracking student participation which will determine attendance, Adapted Learning providing the ability to expand currently approved virtual education programs, and the removal of some requirements during times of declared emergencies.

Visit the Wyoming Department of Education COVID-19 Resources page for additional guidance and information.

Download Emergency (COVID-19) Plans Data

This information was published based on independent research and state input. Members, if you have edits or new information you would like to be included here, please submit it via this form.

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