Remote Learning

The Virginia Department of Education recognizes that many school divisions across the Commonwealth may need to close due to severe weather events and other emergencies throughout the school year but especially in the winter months. These disruptions underscore the importance of clear guidance and flexible options to ensure that instructional time is maintained. This flexibility is intended to minimize disruptions to student learning while recognizing the realities of unexpected closures. Code of Virginia § 22.1-98 establishes this requirement including the use of unscheduled remote learning days, make-up hours, or waivers granted by the Board of Education. School divisions are expected to meet state and federal requirements to serve students with disabilities in compliance with the Individuals with Disabilities Education Act and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia. Additional guidance may be found in the Final Guidance for Unscheduled Remote Learning Days document.

Code of Virginia § 22.1-23.6. Guidelines relating to virtual or online learning provides direction on remote learning. A. The Department shall develop and post on its official website guidelines and information relating to virtual learning, including (i) statewide policies relating to virtual learning, (ii) the availability of online or virtual learning options and pertinent information on such options, and (iii) guidelines for educators and schools relating to online or virtual learning policies and best practices. In addition, the Department shall provide for the guidelines to allow dissemination to each school board for distribution to parents. B. The guidelines established by the Department pursuant to this section shall be updated annually: develop statewide support for best practices in virtual learning, and ensure public access to information about virtual learning opportunities. In addition, a component of each such audit shall include a review of the school's comprehensive plan for closures during public health emergencies. [Code of Virginia § 46.2-2000. Definitions]

 
The video provides guidance on planning and implementing instruction during remote learning days. (Video produced by Blue Ridge PBS.)

For purposes of this guidance, an unscheduled remote learning day is defined as an instructional day that was originally scheduled to be in-person but, due to inclement weather or other emergency situations, a conversion into a remote learning day becomes necessary. Other emergency situations refer to those circumstances presenting a threat to the health or safety of students including, but not limited to, natural and man-made disasters, energy shortages, or power failures. The guidance emphasizes that unscheduled remote learning should be applied judiciously, with priority given to maintaining instructional quality. 

Beyond these basics, schools also carry an important responsibility to serve students with disabilities. They must follow both state and federal rules, including the Individuals with Disabilities Education Act, to ensure every child receives the support they need. For schools looking for more details, the state has published guidance on how to handle unscheduled remote learning days, giving them a roadmap for staying compliant while keeping students on track.

Divisions interested in exercising the ability to declare an unscheduled remote learning day due to severe weather conditions or other emergency situations must have a plan to ensure that:

• power and other required utilities necessary for the provision of instruction and services are still available for students and staff throughout the division;
• students receiving supports under an Individualized Education Program (IEP) or 504 Plan will be able to access services, as applicable and appropriate; and
• the division will provide student support services (e.g. counseling, consultation, assessment, skill instruction) to students, as appropriate.
• The division maintains school meal services for students:
• Divisions will need to consider their current service delivery model used for remote learners.
• When severe weather conditions or other emergency situations are anticipated, divisions should activate local plans to provide meals in advance of or during the severe weather conditions or other emergency situations.
• When a state of emergency occurs, localities should refer to their local emergency response system through the Virginia Emergency Support Team to assist in determining the necessary provision of resources including meals through the Commonwealth of Virginia Disaster Feeding Support Plan.

It is important to help staff and students with planning for in-person instruction that is converted to remote learning due to unscheduled days off from school. Listed are suggestions for preparing for and implementing online instruction.

• All teachers and staff have been provided expectations for provision of instruction, assessment, feedback, and services to all students, including practice using online tools during in-person instruction, and posting and reviewing online norms and requirements.
• All teachers and staff will communicate requirements for using interactive tools and strategies to maintain student connections, including asynchronous and synchronous components.
• Student services personnel been provided expectations for provision of services to all students.
• All students should have computing devices, Internet connection, access to online platforms (i.e., learning management system, Zoom, Google Meet, or other video conference software), and/or supplemental supplies necessary for successful engagement in instruction.
• All teachers and appropriate technical staff will provide help desk support during remote learning days.
• Any student that may be unable to access remote instruction and/or assignments will be provided sufficient opportunity to complete instruction and/or assignments without penalty.

Prior to declaring an unscheduled remote learning day due to severe weather conditions or other emergency situations (health, safety, infrastructure issues), school divisions should ensure that the questions below have been addressed.

• Do the specific conditions at hand affect the division’s ability to create or replicate an appropriate learning environment in a virtual or remote setting?
• Are school staff able to successfully engage in virtual teaching under the specific conditions? (consider utility and internet access, road conditions, childcare availability, etc.)

Ensuring that a division has addressed each question above through written policy or standard operating procedures is essential to provide required remote instruction and services in an equitable manner that is comparable to a regular learning day. If school divisions are able to provide instruction and services to each student on these days, instruction can be counted towards “completion” for the length of school term and core instruction hour requirements for this school year.

The instructional models are used to support learning and delivery of instruction. The models can be used to help with instructional approach and allows for the integration of the essential knowledge and skill. Consider exploring the following instructional models when planning for virtual, hybrid, or remote learning.

• PreK Instructional Model
• K-5 Instructional Model
• 6-12 English Instructional Model
• 6-12 History & Social Sciences Instructional Model
• 6-12 Mathematics Instructional Model
• 6-12 Science Instructional Model
• 6-12 World Language Instructional Model
• Fine Arts Instructional Model
• Health & Physical Education Instructional Model

These models include principles of deeper learning which is defined as “[demonstrating] knowledge through six competencies: mastering core academic content, thinking critically and solving complex problems, working collaboratively, communicating effectively, learning how to learn, and developing academic mindsets.”

The following components address aspects of successful student learning: create communities of learning; lead their own learning; connect learning to larger themes, concepts, and across multiple subjects; connect to learning that is culturally relevant to understanding global interdependence and social justice; apply learning to real-world issues and problems; network beyond the school walls; personalize learning; and use technology as a tool to support learning.

Remote learning is important for K-12 public schools because it ensures educational continuity during disruptions or emergencies like pandemics, natural disasters, or severe weather closures, expands access to resources, and builds digital skills that prepare students for the future. Listed are examples of school divisions implementing remote learning.

• Nelson County Public Schools Remote Learning Day Information Documents | Nelson County Public Schools
• Remote Learning Sample Video - Remote Learning Guidelines for NMS Parents.mp4 - Google Drive
• Poquoson City Public Schools - Guidelines for Learning on Virtual Days - Poquoson City Public Schools
• Prince George County Schools Remote Learning - Continuum of Instruction 2021-2022
• York County School Division Remote Learning - York County School Division - Emergency Remote Learning

Frequently Asked Questions

Number of Unscheduled Remote Learning Days Allowed

In accordance with § 22.1-98. Reduction of state aid when length of school term below 180 days or 990 hours, the Superintendent of Public Instruction is able to grant an extension for the number of unscheduled remote learning days that can be applied to a school’s or division’s 180-day or 990-hour teaching time requirement. The Superintendent will consider extensions on a case-by-case basis for requests that meet the following criteria: 

•  Severe weather and other emergency situations necessitated the need for more than 10 unscheduled remote learning days; and
•  The local school board can certify it provided instruction and services consistent with these guidelines found on the Virginia Department of Education's webpage Remote Learning | Virginia Department of Education for each of the unscheduled remote learning days. 

Any extension granted per this provision is only effective for the school year in which it is requested. Extension requests should be submitted to the Superintendent of Public Instruction at superintendent@doe.virginia.gov as soon as practicable, but no later than 30 days following the unscheduled learning days to be considered for extension.

Important Information About School Meal Services on Unscheduled Remote Learning Days

The Office of School and Community Nutrition Programs (SCNP) is providing important clarifications for meal services that must be provided when school divisions implement remote learning during upcoming inclement weather that counts toward the required 180 days or 990 hours of instruction.  

School division leadership and school nutrition departments should coordinate closely to determine the feasibility of providing meals during remote learning days. State law and VDOE guidance require divisions that are considering remote learning due to severe weather or other emergency situations must have plans in place to ensure, among other requirements: 

• School meal services continue to be available to students; and 
• Local plans are activated to provide meals in advance of or during the emergency or severe weather event, based on the division’s established service delivery model. 

School nutrition departments must first apply through SNPWeb for a USDA program waiver that allows flexibility in how meals are served (e.g., non-congregate service, parent pick-up, meal distribution over multiple days). More information on the waivers can be found in SCNP (Dir.) Memo #2025-2026-15, Attachments A, B, and C. 

Please note: if meals are distributed in advance of the school closure(s) and no virtual learning is offered on the days schools are closed, meals may only be claimed under SSO/SFSP for area eligible schools/divisions. 

When a state of emergency is declared, divisions are also encouraged to work through their local emergency response systems and as appropriate, the Virginia Emergency Support Team to determine additional supports for providing meals. 

We recognize the complexity of planning under rapidly changing conditions and appreciate your continued efforts to support students and families during emergencies. School nutrition directors are encouraged to contact their assigned regional specialist with questions. Contact: Sara Bennett, MS, RDN, SNS, Director, Virginia Department of Education, Office of School & Community Nutrition Programs, sara.bennett@doe.virginia.gov