COVID-19 Frequently Asked Qustions

The Pennsylvania Department of Education has made several updates to the guidance and FAQ. Updated topics include:

Also, as instruction continues through a variety of virtual learning platforms, the Department would like to remind LEAs/schools that it is important to safeguard personally identifiable student information, including photos and video, as required by local district media policies and protections provided under FERPA. Be aware that taking screenshots of students is the equivalent of taking photos and all of the same local practices for photographic images that ensure student privacy should be followed.

FAQs

What schools are closed?

Statewide:

All public K-12 schools, including brick and mortar and cyber charter schools, career and technical centers (CTCs), and intermediate units (IUs)
Childcare centers operating within any of the above schools
All universities in the Pennsylvania State System of Higher Education
All other schools (including private, parochial, and institutions of higher education) should be consulted directly for the most current closure information

Within counties under aggressive social distancing guidelines:

All schools – including private, parochial, and institutions of higher education – are required to close

What staff may schools deem essential?

These decisions should be made locally, in the context of school and community needs.
Examples of essential responsibilities may include, but are not limited to, school administration, food preparation and distribution, information technology, and continuity of operations (e.g., payroll, and building operations).

What are the consequences for districts/schools that don’t meet the 180-day/hours (990/900/450) requirements?

PDE will not penalize districts/schools that fail to meet the minimum 180-day/hours (990/900/450) requirements as a result of COVID-19 response efforts.
PDE will provide a simplified form that districts/schools can use to report any shortfall in days or hours.

How will students access meals while schools are closed?

Student meals will be offered at a variety of locations throughout the City.
Pennsylvania sought and received approval from the Federal government to allow schools the option to distribute meals at no cost while schools are closed.
Districts/schools that want to act on this Federal approval must apply to PDE.
PDE has begun and continues to expedite approvals.
Districts/schools may utilize essential staff to ensure students have access to meals.
PDE is partnering with the Pennsylvania Department of Agriculture, the Pennsylvania Department of Human Services, the Pennsylvania Emergency Management Agency, other state agencies, the American Red Cross, and public and private partners to expand these efforts.

Are schools required to provide any type of instruction during the closure of schools due to COVID-19 response efforts?

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. Also know that evolving United States Department of Education (USDE) guidance implies that Individuals with Disabilities Education Act (IDEA) and other federal protections still apply whether or not schools offer continuity of education.

Continuity of education is the broad term given to educational practices that occur in the event of a prolonged school closure. To provide a consistent and equitable foundation for this work, PDE partnered with Intermediate Units (IUs) and Pennsylvania Training and Technical Assistance Network (PATTAN) to develop guidance and evidence-based resources around continuity of education, and to provide technical assistance to school leaders.

For school entities considering continuity of education, what options are available?

Schools may provide continuity of education through either or a combination of the following:

Planned Instruction: Planned Instruction is formal teaching and learning similar to that which occurs in a classroom setting. Within this process, teachers use planned courses of instruction of new concepts/skills aligned to grade level standards.
Enrichment and Review: Enrichment and Review consists of informal activities that reinforce or extend students’ prior learning. New standards and skills are not addressed through Enrichment and Review.

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. 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.

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).

Is technical assistance available to schools to provide Continuity of Education?

PDE, in collaboration with IUs and PATTAN, has developed support and guidance systems to assist schools with developing and implementing Continuity of Education plans during the COVID-19 closures. This support will be provided by the 29 intermediate units across the commonwealth and is available beginning March 24. School leaders can access materials by visiting the PATTAN website and may request district/school-specific guidance and support by contacting their local Intermediate Unit.

Is a K-12 school or Preschool Early Intervention (EI) Program required to continue to provide FAPE to students with disabilities during a school closure caused by COVID-19 response efforts?

Guidance continues to evolve on this matter. Given this, PDE advises schools and EI programs to make every effort to provide some type of continuity of education for all students in the most appropriate and accessible ways possible. In so doing, schools and EI programs also need to ensure consideration for the provision of FAPE for students with disabilities and appropriate accommodations for English learners that are reasonable and appropriate based on student need and current circumstances.

In addition, districts and schools 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 Individualized Education Program (IEP)or Section 504 plan.

Once school resumes, a child’s IEP team (or appropriate personnel under Section 504) must make an individualized determination whether and to what extent compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost during the closure within a reasonable timeframe.

Will Early Intervention services be offered while schools are closed?

Preschool Early Intervention programs should suspend all services to children and families in alignment with public K-12 closures. If the Preschool Early Intervention administrative offices are open while Preschool Early Intervention services are suspended, referrals to Early Intervention should continue to be managed by the program; once services resume, referrals can proceed.

Are PA Pre-K Counts and Head Start Supplemental Programs expected to close?

PA Pre-K Counts (PKC) and Head Start Supplemental Assistance Program (HSSAP) Grantees operating within a K-12 building should close in alignment with the closure of all public schools.
Those grantees operating PKC or HSSAP in community-based settings have the discretion to continue to operate unless the county is under aggressive social distancing guidelines (Montgomery, Delaware, Bucks, and Chester counties as of March 14).
In order to track program impacts, closures must be reported to both the Preschool Program Specialist assigned to each grant and to the Office of Child Development and Early Learning: RA- PWOCDELFacilclose@pa.gov.

Are public school entities required to continue nonpublic school transportation services while those public schools are closed during COVID-19 response efforts?

No. To further the Commonwealth’s social distancing guidance, public schools will not provide any transportation services.

What should schools expect in terms of this year's statewide assessments given the statewide closure of schools?

Administration of statewide assessments (PSSAs, Keystone Exams, Pennsylvania Alternate System of Assessment) is required under Federal law.
As of March 14, the Federal government (U.S. Department of Education (USDE)) has not waived statewide assessments that would typically begin later this spring.
- PSSA testing is scheduled to begin April 20; Keystone testing is scheduled to begin May 11.

USDE has acknowledged that certain assessment requirements might not be practical given this unique national situation; as such, USDE will consider waivers such as:
- A one-year waiver of the assessment requirements for those schools impacted by these extraordinary circumstances.
- A one-year waiver for an impacted school to not factor the 95% participation rate into its Academic Achievement indicator.
- A one-year waiver to exclude the Regular Attendance indicator from Pennsylvania’s accountability system.
PDE is monitoring emerging Federal guidance, working with other states to advocate for flexibility, and will pursue appropriate waivers to the fullest extent allowable as soon as USDE guidance is clarified.
PDE will continue to provide updates as they are available.

Will PDE waive field experience requirements for teacher candidates?

The Wolf Administration is committed to working with the General Assembly to enact legislation that will provide the Secretary with authority to adjust field experience and other requirements impacted by school or educator preparation program closures resulting from COVID-19 response efforts.

Is a school required to continue to provide FAPE to students with disabilities during a school closure caused by COVID-19 response efforts?

When a school is closed because of COVID-19 response efforts and does not provide any educational services to the general student population, the school is not required to provide services to students with disabilities during that closure period. Once school resumes, the district/school must provide special education and related services to the child in accordance with the child’s individualized education program (IEP) or Section 504 plan.

When a school is closed because of COVID-19 response efforts and does provide educational services to the general student population, the school must ensure that students with disabilities have equal access to the same opportunities, including the provision of FAPE. In addition, districts/schools 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 or Section 504 plan.

Student Grades & Promotion

How are LEAs to handle the provision of final grades and promotion of students during the statewide COVID-19 closures?

Calculating and assigning grades for coursework is the responsibility of each LEA. The Department encourages LEAs to assign grades based on the best information available. If students have not completed a course in its entirety, chief school administrators should consider if they have enough information to calculate and assign a final grade.

As is customary with grading policies, schools should ensure that all students and families are aware of how grades are determined, particularly if there are changes in grading practices due to extended school closures.

Prior to amending any grading policies, particularly policies at the secondary level, LEAs should consider how the change may impact students’ ability to enroll in postsecondary institutions after graduation or pursue other postsecondary pathways, including apprenticeships and employment. If there is a potential impact, LEAs should consider noting on student transcripts that courses were abbreviated or grading policies were amended for the 2019-20 school year, as a result of the pandemic, to ease students’ ability to pursue their chosen postsecondary pathways.

LEAs should provide support for students who are failing a course as of March 13, 2020 and provide them the opportunity, to the extent feasible, to demonstrate learning in the subject matter of the course and receive credit for the course.

How should LEAs handle promotion of students to the next grade level at the end of the 2019-20 school year?

LEAs are responsible to ensure that students anticipated to move to the next grade level are able to do so. No student should be restricted from completing their current year course requirements due to the pandemic of 2020.

Can summer school be offered to students if needed?

Summer school offerings, including credit recovery programs, are at the discretion of each LEA, but would be subject to any Commonwealth restrictions, closures, or social distancing recommendations that may be in effect at the time. Chief school administrators should consider availability of resources and access for students when offering summer school options.

Are LEAs required to report attendance to PDE during the statewide closure?

LEAs are not required to report student attendance to PDE during the closure, though they should create local expectations for student learning and take attendance for their local records. Students are expected to fully participate in continuity of education plans to the maximum extent possible. All LEAs should establish a process for tracking student learning and ensuring that all students are participating in continuity of education programming.

Graduation Requirements

Can current seniors graduate at the end of the 2019-20 school year?

Yes. LEAs are responsible to ensure that the students anticipated to graduate in Spring 2020 graduate on time. No student should be restricted from completing their high school graduation requirements or pursuit of a post-secondary pathway due to the pandemic of 2020.

What academic requirements will be required of current seniors in the 2019-20 school year?

Establishing and calculating credits for coursework is the responsibility of each LEA. If graduating seniors have not completed their classes for the year due to the closure, illness, family illness, or related COVID-19 issues, the Department suggests the LEA use discretion to determine whether the students have completed sufficient course content to satisfy the LEA’s established policy for course completion and academic proficiency. The Department recommends that LEAs provide all reasonable latitude for students to graduate on time.

How should LEAs address graduation for students with Individualized Education Plans (IEPs) anticipated to graduate in Spring 2020?

Title 22, Chapter 4 of the Pennsylvania Code, 22 Pa. Code Chapter 4 (Chapter 4), and local policies continue to govern graduation requirements for students with IEPs. A student with disabilities may graduate one of two ways; either through the fulfillment of high school graduation requirements set forth in Chapter 4 or upon the completion of their IEP goals, as determined by the IEP team. IEP teams may meet virtually to consider the impact of the COVID-19 school closure and make determinations considering each student’s circumstances.

Can a student who is enrolled in a CTC or other approved CTE program graduate if they are unable to take the NOCTI, NIMS or an industry-based competency assessment due to the statewide closure of schools?

Yes, a student enrolled in any approved CTE program may graduate without taking or passing their associated industry-based competency assessment. A CTE Concentrator may graduate if they have demonstrated a high likelihood of success on an approved industry-based competency assessment or readiness for continued meaningful engagement in the CTE Concentrator’s program of study as demonstrated by performance on benchmark assessments, course grades and other factors consistent with the CTE Concentrator’s goals and career plan. The Department recommends that LEAs provide all reasonable latitude for CTE Concentrator’s to graduate on time.

Should GPAs or class rank be modified this year?

Calculation of class rank and GPA are a local decision made by each LEA. If an LEA chooses to use pass/fail grades, it will need to be addressed in the local grading policy. Prior to amending any policies, LEAs should consider how the change may impact students’ ability to enroll in postsecondary institutions after graduation or pursue other postsecondary pathways, including apprenticeships and employment.

How might COVID-19 related school closures impact high school transcripts?

This is an LEA decision. LEAs may want to consider noting on student transcripts that courses were abbreviated or grading polices were amended for the 2019-20 school year as a result of the pandemic to mitigate students’ ability to enroll in postsecondary institutions after graduation or pursue other postsecondary pathways, including apprenticeships and employment.

How will schools distribute Scholarships/Academic Awards?

Distribution of Scholarships and Academic Awards is an LEA decision. LEAs should continue to engage Institutions of Higher Education and other outside agencies who provide student scholarships to ensure that the class of 2020 has access to the same financial assistance that would have been afforded them if the COVID-19 related school closures had not occurred. School counselors should be pro-active in sharing information on enrollment and financial aid with students and their families.

Should schools hold high school graduation ceremonies and traditional end of school year activities?

Schools may hold virtual high school graduation and other traditional end of school year ceremonies during the COVID-19 closure. The safety and security of all students and school community are a priority for the commonwealth and all chief school administrators. Currently, restrictions on gatherings larger than ten people and aggressive social distancing recommendations are in place across the commonwealth. When closure restrictions are lifted by the Governor, LEAs may consider the appropriateness of holding such gatherings.

As of March 31, 2020, the Pennsylvania Interscholastic Athletic Association (PIAA) has continued to postpone both the winter sports championships and the opening of spring sports. Decisions regarding winter and spring sports will be made as further information becomes available.

Special Education Services

PDE’s Bureau of Special Education will provide additional details and updated information directly to Local Education Agency (LEA) Special Education Directors.

Are LEAs (School Districts, Charter Schools, Cyber Charter Schools, IUs, CTCs, etc.) required to meet IDEA timelines for evaluations, re-evaluations, IEP meetings, and reporting?

LEAs should make every effort to meet federally- and state-mandated timelines including through virtual means or teleconferences to the extent appropriate and available. Typical practices should be followed to the maximum extent possible, which includes ensuring parents and/or guardians are provided with the opportunity to participate meaningfully.

USDE released the following guidance concerning IEP meetings, evaluations, and re-evaluations during the COVID-19 closure: IEP teams are not required to meet in person while schools are closed. If an evaluation of a student with a disability requires a face-to-face assessment or observation, the evaluation would need to be delayed until school reopens. Evaluations and re-evaluations that do not require face-to-face assessments or observations may take place while schools are closed, so long as a student’s parent or legal guardian consents. These same principles apply to similar activities conducted by appropriate personnel for a student with a disability who has a plan developed under Section 504, or who is being evaluated under Section 504. USDE: Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students (March 16, 2020).

Can LEAs provide enrichment or review activities for students with disabilities?

Yes. Although not required, LEAs are strongly encouraged to provide enrichment or review activities to all students. If provided, enrichment or review activities must be made available and accessible to all students.

If LEAs are providing instruction during COVID-19 response efforts, how should they respond to IEPs that they are unable to implement as written?

Special education or related services may need to be adjusted through the IEP process. IEP teams should work to ensure that students are receiving appropriate services during the COVID-19 mandatory closure and ensuring alignment with aggressive social distancing guidelines. The mode of delivery might include schoolwork, packets, online learning, or some other appropriate learning adapted to the student’s needs and individual situation. LEAs should continue to follow local policies regarding changing or amending an existing IEP.

According to previous guidance from the USDE Office of Special Education Programs (OSEP), if an LEA continues to provide instruction to the general school population during an extended closure due to a disaster, but is not able to provide services to a student with a disability in accordance with the student’s IEP, the student’s IEP team determines which services can be provided to appropriately meet the student’s needs.

If school is closed for an extended period, should IEP teams convene to examine the extent to which FAPE was or was not provided during the closure?

LEAs are responsible for reviewing how the closure has impacted the delivery of special education and related services to students eligible for special education services. Once school resumes, a child’s IEP team (or appropriate personnel under Section 504) must make an individualized determination whether, and to what extent, compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost during the closure within a reasonable timeframe.

Other

State Testing Mandates

As indicated in their March 6 communication, and reiterated on the March 13 webinar, PDE has indicated that if issues arise with mandated testing, PDE will support Districts with navigating these issues:

Additionally, if an outbreak of the coronavirus does impact your community and prevents you from administering PSSAs or Keystone exams, the Department will help you work through those scenarios when they arise. Any plan on Covid-19 should be grounded in preserving the health and safety of the educational community.

We do not yet have definitive answers regarding state testing, but we will keep you informed.

IEP and Other State/Federal Mandates

As with assessments, PDE is exploring next steps. You can find out more about those efforts in the recording of Friday’s briefing. In this briefing, Secretary Rivera stated the following:

“Following the Governor’s emergency declaration, we have examined our existing state mandate relieve authority. We have taken steps that will make it more efficient for local education agencies to avail themselves of this relief when circumstances in context warrant. And we are working in close partnership with the General Assembly to explore permanent legislative relief from mandates where appropriate.
“As we work on federal mandates, we are going to continue to monitor guidance and request relief from mandates that may impede your ability to respond to this event comprehensively. This is especially true in cases where its impacts create or exacerbate inequity. … Federal guidance is still emerging. … As leaders we have the responsibility educationally, legally, and morally to ensure that our most vulnerable students are appropriately served. And we’re working closely with our federal membership organizations, the US Department of Education contacts to develop a comprehensive FAQ document to share.”

Pay

Your pay will be unaffected by school closures.

Reporting Duties

PFT members will not report to work during the closures.

Contract Article XVII D (17): If schools are closed by administrative action, an employee shall not be charged for a day of leave, provided that a substitute has not been assigned and paid for that day.

Student Meals

Student meals will be offered at a variety of locations throughout the City.