Introduction

School districts and independent school authorities play a vital role in providing educational opportunities and other community supports while helping to “flatten the curve” of COVID‑19 transmission in B.C. This includes developing plans and using alternative delivery methods to provide curriculum, instruction and assistance to students and families, while being responsive to changing circumstances.

The K-12 sector is working under the guidance of public health officials to ensure educational services and supports are delivered in a manner that prioritizes safety for students, families and staff. Consistent attention to, and application of, preventative measures must remain top of mind.

As schools and classrooms enhance the flexible and innovative ways, they accommodate the needs of their communities, it is important to ensure that all partners understand that learning environments and related services may look different from regular operations. Efforts to achieve provincial consistency must be balanced with the understanding that local circumstances may require different approaches between schools and communities and that “learning involves patience and time.” (First Peoples Principles of Learning).

In these challenging circumstances, it is important that the Ministry, K-12 education partners, schools/school districts, public health, local governments, First Nations, the Métis Nation and community agencies continue to work together. Coordinating activities, sharing information and resources, and engaging with all rightsholders, stakeholders and partners supports the implementation of effective approaches locally and across the province.

Context

The Ministry of Education follows the direction of the Ministry of Health and the Office of the Provincial Health Officer regarding all public health-related issues. On March 17, 2020, in response to the COVID‑19 pandemic and under the direction of the Provincial Health Officer, the Provincial Government directed all K-12 public and independent schools to immediately suspend in-class instruction.

On March 18, 2020, the Provincial Government declared a Provincial State of Emergency to support its response to COVID‑19. During a Provincial State of Emergency:

• The Provincial Health Officer can make orders as needed, that the public must follow.
• It is possible that the Provincial Government will be empowered under the Emergency Program Act to make decisions about the operations of school districts/independent school authorities and the use of school facilities..

On May 6, 2020, the Provincial Government announced BC’s Restart Plan, which involves a gradual resumption of social and economic activity while continuing to employ preventative measures to reduce the transmission of COVID‑19. The Plan includes a five-stage return to full in-class instruction in K-12 schools, guided by strict health and safety standards. Visit the K-12 Restart Plan section for more information.

School districts and independent school authorities have considerable flexibility in how they deliver educational opportunities and supports to meet the unique needs and circumstances of their school communities. However, service delivery must always operate within current guidance from local and provincial medical health officers.

Additional legal authorities related to public health and K-12 schools:

• The Public Health Act and the School Act permit a school medical health officer to investigate and close a public or independent school if the health or safety of students is at risk.
• The Public Health Act requires that prior to making an advisory report public, the medical health officer must consult the Board of Education and the Provincial Health Officer. (The Public Health Act does not include provisions regarding consulting with independent school authorities.)
• Under the School Act, if a teacher, principal/vice-principal or director of instruction suspect that a student is suffering from a communicable disease, they:
• Must report the matter to the school medical health officer, the school principal and the school superintendent.
• May exclude the student from school until a certificate is obtained for the student from the school medical health officer or a private medical or nurse practitioner permitting the student to return to school. (If a student is excluded from school under these circumstances, the board of education must continue to make an educational program available to that student.)
• A superintendent, independent school authority, or principal may restrict an employee’s access to a school or school district site subject to review by a medical health officer when the presence of the employee is believed to pose a danger or risk.

K-12 Education Restart Plan

The Ministry recognizes the importance of having students in the classroom to minimize learning gaps and to provide the academic, social and emotional supports which are essential for every learner. Maximizing in-class instruction for all students within current health and safety guidelines for schools is a crucial part of BC’s Restart Plan. For many students, school is a safe and welcoming space that provides access to supports that may not be available in their home environment.

Remote learning can meet the urgent need for continuity of learning during suspension of in-class instruction; however, this mode of instruction is not ideal for all students. The majority of students learn best in a classroom with direct contact with teachers, other professional staff and peers.

It is also important to note that a full return to in-class instruction may not be a linear process due to the evolving nature of the COVID‑19 pandemic. School districts and independent school authorities must be prepared to respond quickly to changing circumstances (e.g. additional outbreaks) and to intensify health and safety measures and even adjust instructional delivery schedules if and when required based on public health guidance.

The Ministry’s five-stage approach supports school districts and independent school authorities in maintaining high standards of educational instruction while lowering the risk of transmission of COVID‑19. Strategies and actions needed to support educational programs and operations of schools during this time:

• Are supported by COVID‑19 research and evidence
• Are informed by practices in other jurisdictions
• Can expand and contract to align with government pandemic management measures and orders
• Can be applied provincially, regionally and/or locally

Guiding Principles

As the Ministry works with school districts and independent school authorities to implement the K-12 Education Restart Plan, actions will continue to be guided by the principles collaboratively established at the beginning of the COVID‑19 pandemic.

• Ensure a healthy and safe environment for all students, families and employees.
• Provide the services needed to support children of our essential workers.
• Support vulnerable students who may need special assistance.
• Provide continuity of educational opportunities for all students.

Overview of the Five Stages

5 Stages Framework (PDF)

Expectations Per Stage

There is a summary of expectations for school districts and independent school authorities for each of the five Stages. Expectations can be displayed by Stage or by the following categories:

• Instructional Delivery
• Curriculum, Report Cards and Assessment
• Health and Safety
• Students Requiring Additional Support
• Children of Essential Service Workers

Public Health Guidance for K-12 School Settings

The BC Centre for Disease Control has released public health guidance for schools and school districts, and a seperate addendum specific to non-medical masks and face coverings, to prevent the transmission of COVID‑19 and maintain a safe and healthy environment for students, families and staff. The guidance document identifies key infection prevention and exposure control practices to implement, as well as actions to take if a student or staff member develops symptoms of COVID‑19.

WorkSafeBC Guidelines

WorkSafeBC has produced Education (K-12): Protocols for Returning to Operation to support safe workplace operations during the COVID-19 pandemic. The resource includes details for creating a COVID-19 safety plan and specific protocols for K-12 education intended to reflect current public health guidance for K-12 schools. The guide also offers information on resolving concerns about unsafe work, health and safety resources, and key contacts for questions about workplace exposure to COVID‑19.

Provincial K-12 Health and Safety Guidelines

The Provincial COVID‑19 Health and Safety Guidelines for K-12 were developed by the Ministry of Education in collaboration with education partners and outline the principles and requirements for prioritizing safe learning environments. The guidelines outline key health and safety requirements for B.C. schools and address topics including:

• Learning groups and physical distancing
• Student transportation on buses
• Cleaning and disinfecting
• Illness and self-assessment policies and protocols
• Hand hygiene and respiratory etiquette
• Personal protective equipment
• Considerations for curriculum, programs and activities

The provincial Health and Safety Guidelines are designed to build on the BCCDC public health guidance for K-12, and address a broader range of content and requirements for schools and school districts. In case of any discrepancy between these two guidance documents, school districts and independent school authorities should follow the provincial Health and Safety Guidelines.

COVID‑19 Protocols for School and District Administrators

The Ministry of Education has released a new guide for school and district administrators for management of illness and confirmed cases of COVID-19. The resource provides key information on the processes, roles and responsibilities involved in managing symptoms of illness among students and staff, and confirmed positive cases of COVID‑19 within the school community.

Governance

The Emergency Program Act (EPA) authorizes provincial and local levels of government to declare states of emergency. In some situations, orders could be made under the EPA that would allow local or provincial governments to make decisions about the operations of school districts/independent school authorities and the use of school facilities during that time period. If necessary, the Minister of Public Safety and Solicitor General can override a local government’s authority, however the preferred approach is for local and provincial levels of government to work together to develop a coordinated response.

First Nations have responsibility for the education of their citizens. How First Nations address learning during the COVID‑19 pandemic will vary from community to community.

Within the K-12 sector, coordination of decision-making at the local and provincial level supports application of best practice and makes optimal use of limited resources during a pandemic event. Boards of education and independent school authorities should work closely with the Ministry of Education and relevant provincial K-12 education organizations (including but not limited to BCSTA, BCSSA, BCASBO, BCPVPA, BCCPAC, BCTF, CUPE, FISA, FNESC, FNSA, MNBC) to share information, align approaches, and follow the guidance of their local health authority and the Provincial Health Officer to support the health and safety of students, families and staff.

Reviewing and updating internal governance processes is another important step in the initial planning phases. Proactive measures involving boards of education and senior management can help preserve community trust in educational institutions.

Meetings

Boards of education and independent school authorities have the flexibility to conduct meetings via phone or electronic mean, and to update relevant policies and bylaws as required. (The School Act enables a board to allow trustees to participate in or attend a meeting of the board by telephone or other means of communication if all trustees and other persons participating in or attending the meeting are able to communicate with each other. Trustees who attend a board meeting via electronic means are counted for the purposes of establishing a quorum.)

For boards of education, the secretary-treasurer (or another employee designated by the board) must be present at the time that a decision of the board is rendered and must record any decision.

Boards of education also have the flexibility to use video or audio streaming technology to enable members of the public to listen to or watch board meetings. (Under the School Act, a board of education can enable members of the public to participate in a board meeting electronically rather than having the public attend a board meeting in-person.) For the parts of the board meeting designated for public questions and comments, the board can accept questions by phone, email or the chat feature available with some video conference programs.

In-person meetings must be conducted in accordance with current guidance from the Provincial Health Officer including recommended hygiene protocols and physical distancing.

Additional Considerations for Boards/Authorities

• Review hours of operation for and public access to school/board offices, to help reduce the risk of transmission of COVID‑19.
• Ensure school board/school offices follow thorough cleaning and hygiene protocols.
• Follow guidance from the Provincial Health Officer and WorkSafe BC concerning preventative measures related to COVID‑19.

Planning and Advisory Teams

Clarifying roles and responsibilities and engaging key rightsholders and stakeholders throughout the planning process is critical to the success of service delivery during a pandemic event.

School districts and independent school authorities should create and maintain a core planning team of key personnel with clear roles and functions. Membership may include, but is not necessarily limited to, the following:

• Senior Management Team
• Human Resources
• Facilities
• Information Technology
• Finance
• Learning/Instruction
• Indigenous Education
• Student Support Services
• School Principal/Head of School representative(s)
• Local/regional emergency planning representative(s)
• Indigenous community/education representative(s)
• Local union representatives

In addition to clearly defining roles and responsibilities, important considerations for the core planning team include establishing primary contacts to liaise with schools and with the Ministry, ensuring each school has designated its own lead contact and alternates in case original planning team members are not available.

Establishing a separate rightsholder/stakeholder advisory team helps to engage key members of the school community in a collaborative planning process, bring in a greater diversity of perspectives to help identify potential issues and opportunities, and support overall implementation. Members should include local union representatives (e.g. BCTF, CUPE), school/district parent advisory council chair, First Nations and Métis Nation community leadership, Indigenous Education Council members, Indigenous community delegates and other key partner agencies.

Consultation with the advisory team should be an ongoing process and include conversations on key elements of school district/authority plans including transitional learning programs and priorities for targeted provincial/federal funding related to COVID-19.

Boards of education or independent school authorities who have a Local Education Agreement with one or more First Nations must ensure those First Nations are engaged in meaningful consultation above and beyond any role they may play on an advisory team. Boards/authorities must work directly with those First Nations to develop plans for educational instruction for any Indigenous students living on-reserve and attending public or independent schools.

Boards/authorities must also work directly with the Métis Nation to develop plans for educational instruction for Métis students attending public and independent schools.

Communications

Development of a clear and comprehensive communications plan is an essential component of service planning during a pandemic. Strong lines of direct communication between districts/authorities; First Nations, the Métis Nation, Indigenous communities, unions and local schools; and between school administrators and staff and families; can significantly help to reduce stress and increase trust within the school community.

School districts and independent school authorities should develop and regularly update their communication plans in collaboration with their regional health authority, First Nations, the Métis Nation, Indigenous communities, unions and local schools.

Communication plan components should include:

• Identification of spokespeople for the district/authority (e.g. board chair, superintendent).
• Opportunity for Indigenous rightsholders and unions to provide input on communication processes.
• Opportunity to engage students in conversations regarding their educational programming where possible and appropriate.
• A protocol for screening, directing and responding to media inquiries as quickly as possible.
• Processes and key messages for communicating with parents/caregivers, including those who are homeschooling.
• Communications should be developed and managed by the district/authority office to ensure consistency of messaging.
• Exceptions include staff communications with parents/caregivers as part of their instructional duties (e.g. student assignments), however clear guidance should be provided to staff regarding sharing information beyond that which pertains to the individual student or class learning dynamic.
• Outreach to families with children with disabilities/diverse abilities to discuss their plans for their child.
• School district/authority offices should provide clear communication in order to respond to any inaccurate information circulating in their school community.
• A schedule of direct communications to parents/caregivers and staff—consider higher frequency (e.g. daily) during initial and key transition phases of the pandemic event, and then shifting to a less frequent but regular schedule thereafter.
• Clearly labeled communications to the school community as “for information” or “for action”.
• Providing up-to-date information on school/school district websites, and via direct email communications, for parents/caregivers and staff. School/school district Restart and health and safety plans should be updated on a regular basis to align with any changes to provincial guidelines, and updated plans should be posted on school/school district websites.
• The process for connecting with the regional health authority regarding school/district messaging and media requests related to COVID‑19:
• Public statements and communications to parents/caregivers and staff containing public health messaging, including references to confirmed or suspected cases of COVID‑19 within the school community, must be reviewed and approved by the local health authority prior to release.
• Media requests regarding confirmed or suspected COVID‑19 cases, potential exposure at a school or potential risk of transmission within a school setting should be directed to the regional health authority for response.
• The process for keeping the Ministry informed of significant events and associated communications to school communities related to COVID‑19. Communications can be directed to the Ministry by email at educ.covid@gov.bc.ca.

Prioritization of Services and Supports

School districts and independent school authorities are required to make in-school instruction available to K-12 students in accordance with the Expectations for Each Stage. For all stages except Stage 5, this includes offering full-time, in-school instruction to children whose parents/caregivers provide essential services in the community, students with disabilities/diverse abilities, and students who require additional supports.

Supports for Children of Essential Service Workers

A key priority in B.C.’s pandemic response plan is to ensure that children of Essential Service Workers (ESWs) are cared for in order that their parents can continue to work.

Parameters of Supports — Child Care

School districts/authorities that have posted information on child care centres (for ages 0-5) on their websites should be aware that some child care centres may be closed due to the pandemic. MCFD requests that schools/school districts update their websites with this link to an online referral service and with contact information for the local Child Care Resource and Referral Centres, which have updated information on child care centres that are open or closed.

Supports for Students with Disabilities/Diverse Abilities and Students Requiring Additional Support

With the exception of Stage 5 (suspension of in-class instruction in all schools), school districts and independent school authorities are expected to make full-time, in-class instruction available for students with disabilities or diverse abilities and students who require additional supports.

Schools and school districts should allow for flexible learning options for students with disabilities or diverse abilities, to ensure equitable access to education. This should involve collaborative conversations with families to respond to questions and concerns regarding their child’s education, and to support informed decision-making and choice regarding the most equitable option for their child.

For all Stages, learning plans for these students should be based on needs, goals, and strategies articulated in existing or the previous school year’s Student Learning Plans (SLP), Individual Education Plans (IEP), Annual Instruction Plans (AIP) and/or additional data as well as referrals and information from other community agencies. Supports and services should be provided without delay. While goals from the student’s learning plan will be consistent, the strategies to achieve the goals may need to be adjusted according to current public health guidelines.

School districts/authorities must ensure that supports for students with disabilities or diverse abilities are available at the same time as supports for all other students attending in-school instruction. During any transition in Stages or return to school, students with disabilities or diverse abilities should also be allowed to enter the school prior to other students, if families identify this as a need based on health and safety considerations.

Students who are immunocompromised or have underlying medical conditions, and who have been identified as high risk to attend school by a medical health care provider, should be provided with an at-home learning plan. Clear guidance should be provided to students and families regarding the educational supports that will be provided in these circumstances.

Educational Assistants should continue to collaborate with teachers in the delivery of instruction and supports for students with disabilities and diverse abilities, which may include:

• Assisting with the preparing of assignments, content and activities
• Assisting with the collection of materials that will be sent to students
• Maintaining regular communication and check-in with students as determined by the classroom teacher, and under the direction of the principal, vice-principal or director of instruction
• Supporting families and students in accessing and participating in remote learning and therapy experiences as needed

Stages 3-5

MCFD Supports for Families

At a provincial level, the Ministry of Education and MCFD continue to work together on an integrated approach to support students with disabilities/diverse abilities and learners requiring additional support. At the local level, schools and school districts are encouraged to work with MCFD and Delegated Aboriginal Agencies (DAA) to support coordination of services.

Supports and services provided by MCFD/DAA may be functioning differently during the COVID-19 pandemic and can vary by community. School districts/authorities are encouraged to work collaboratively with MCFD/DAA to explore a range of options for families that will prevent students from becoming destabilized and experiencing regression or loss of skills, and families from breaking down due to the increased demands on the parents/caregivers.

Autism Funding and Access to Respite
Funding for autism services and respite falls under MCFD’s area of responsibility. More information on additional resources for parents and caregivers can be found in the following section.

Supports for Students with Serious Medical Conditions
Nursing Support Services released updated information on supports for children and families during the COVID-19 pandemic, including referrals, in-home nursing respite, delegated care, and at home program assessments.

Personal Protective Equipment
Guidance on the use of Personal Protective Equipment, when working with students outside of a learning group and where physical distancing is not possible, can be found in the Provincial COVID-19 Health and Safety Guidelines for K-12.

Communication with Parents/Caregivers

Making regular connections between staff, families and students can happen in a variety of ways. Most importantly, communication in stressful times should focus on relationship, connection, and lowering anxieties. Parents/ guardians’ feedback indicates that relevant, clear and concise information increases their sense of trust and collaboration.

Additional Resources

Many organizations that provide assistance to families continue to operate during the COVID-19 pandemic, however support may be offered in different ways. Families are encouraged to seek support from agencies they are familiar with and that they have accessed prior to the pandemic.

More information is available in this list of resources for parents/caregivers of children with disabilities and diverse abilities. However, depending on Public Health Orders, time and extent of services may vary.

Provincial Outreach Programs are available to support school districts and independent school authorities in developing remote learning plans for students with disabilities and diverse abilities.

Health Authority Supports for Families
The Provincial Health Services Authority is responsible for working with the five regional health authorities to plan and co-ordinate the delivery of provincial programs and specialized services and governing and managing the organizations that provide specialized health services throughout the province.

Considerations and Planning for Children and Youth in Care

Children and youth in care often face unique circumstances and stressful events in their lives that that can affect their ability to learn, including separation from family members and their broader community. During the pandemic, physical visitations with family members may be restricted, and shift to on-line forms of communication. This presents a major challenge for many families and children and youth in care, especially those with limited access to technology, making children and youth in care feel even more alone. Youth on agreements who live independently may also feel especially isolated during this time.

Monitoring school attendance of children and youth in care and supporting their connections to peers, trusted adults, and the broader school community is critically important during this time. For Indigenous children and youth, maintaining connection to their culture, indigenous community and land is vital for maintaining their well-being.

Since supports and services provided by the Ministry of Children and Family Development or Delegated Aboriginal Agencies during the COVID-19 pandemic can vary by community, needs of students who are in government care need to be considered in collaboration with social workers, caregivers, and students themselves. A range of options should be considered to ensure both children and youth in care and their caregivers are supported during the pandemic, especially where there might be increasing demands on the caregivers. Many children and youth in care are facing increased placement instability and an increased risk of homelessness, due to caregiver reluctance to house youth who may not be following physical distancing measures. Therefore, it is important to inform children and youth in care how to protect themselves and others during the pandemic.

Access to technology, child care, in-class instruction and additional supports and services such as tutoring, mentoring and extracurricular activities should be considered for children and youth in care during the pandemic. Access to technology and connectivity is especially important for ensuring continuity of learning during times when in-school instruction may be limited or suspended.

Access to child care and in-school instruction is also an important support for caregivers who might be struggling, which can help increase placement stability and help children and youth in care maintain their social connections to the school community. It is also important to connect children and youth in care with service providers that can help address any food security and mental health concerns.

StrongStart BC Early Learning Centres and Outreach Programs

General Guidelines

StrongStart BC programs can be operated safely by following recommended preventative measures such as requiring participants and staff to stay home when sick, encouraging physical distancing and minimizing physical contact, practicing hand hygiene and implementing enhanced cleaning and disinfecting protocols. All programs must follow current public health guidelines for K-12 schools and child care settings.

StrongStart BC programs offering in-person programs are expected to maintain daily attendance records.

School districts are encouraged to find flexible solutions that best meet community needs for StrongStart BC programming. Examples of flexible options include:

• Limiting the number of hours per day and/or days per week that the program is offered.
• Pre-registering families into the program, if possible.
• Pre-planning family attendance and/or organizing families into smaller cohorts, if possible.
• Limiting group sizes in consideration of the StrongStart BC program’s maximum space capacity.
• Engaging in physical distancing as much as possible including increasing the space between learning stations.
• Taking children and families outside for learning activities, including play and snack time.
• Engaging in outreach to families via emails, phone calls, and/or offering StrongStart services online.

Learning Supports

International and Boarded Students

International and boarded students (who may include Canadian students from other provinces/territories) may be especially vulnerable at this time, particularly in cases where their home country is also being impacted by COVID‑19. Disruptions to their regular educational routine, reduced access to peers and community services, and travel restrictions that prevent them from returning home can all contribute to increased feelings of isolation, stress and anxiety.

School district and independent school authority decisions regarding these programs should carefully consider potential impacts on students, their families, and homestay families, and place a priority focus on student safety and well-being.

Program Continuity

Self-Isolation for New and Returning Students

All international students arriving in, or returning to, B.C. are required by law to self-isolate for 14 days. Students are also required to submit a self-isolation plan and complete the federal ArriveCAN application for approval prior to their return to B.C., or upon arrival. More information is available on the provincial government website.

As per requirements from Immigration, Refugees and Citizenship Canada, school districts and independent schools must abide by provincial and federal health and safety guidelines for receiving international students, including ensuring that students have a place to quarantine or self-isolate upon arrival. Schools and school districts should communicate any related expectations to the homestay family and check-in with the family on a regular basis to ensure that the student is following required quarantine or self-isolation protocols.

Homestay Arrangements

School districts and independent school authorities are advised to have, and subsequently document, discussions with homestay families regarding:

• Expectations for hosting students who will not be attending school full-time during Stages in which in-class instruction is limited or suspended
• Contingency plans if a member of the household (including the student) were to become ill with COVID‑19, or if homestay families are no longer able to host an international student

Boarding Arrangements

Boarding schools should have plans in place to accommodate students during Stages in which in-class instruction is limited or suspended. See the Finance and Operations, Boarding Schools section for additional guidelines and information related to COVID‑19.

Staffing

School district and independent school authority planning should also include consideration of the level of resourcing required for school and district-level positions supported by International Student Programs.

Reporting

The Ministry will be collecting aggregated data for the month of August onward on international students coming into B.C. for the 2020/21 school year, including number of students arriving, in quarantine and cleared for entry to school. International student school absences will also be tracked. School districts and independent school authorities with international education programs may be required to provide additional data to the Ministry with status updates as requested.

Delivery of K-12 Education

Assessment and Reporting

School districts must meet the requirements of British Columbia’s Student Reporting Policy, which allows significant flexibility for schools and school districts regarding the content and format of report cards. Independent school authorities must develop student reporting frameworks which adhere to the criteria established in the External Evaluation Report, which also allows for significant flexibility regarding the content and format of report cards.

As always, teachers will use their professional judgement to determine whether a student has demonstrated sufficient evidence of learning. This professional judgement determines how teachers assign marks and communicate that information to students and families. Teachers also have the professional autonomy to decide how grades are determined and how different activities meet the learning standards of the curriculum.

For students with disabilities or diverse abilities or English Language Learners, the expectation remains that unless the student is able to demonstrate their learning in relation to the expected learning outcomes set out in the curriculum for the course or subject and grade, that student’s report card must contain written reporting comments in relation to the expected learning outcomes set out in that student’s Individual Education Plan, Student Support Plan or Annual Instruction Plan.

Graduation Program

Information for All Grade 10-12 (Graduation Program)
Students and Adult Learners

The health and safety of students, staff, and their families is the highest priority during this unique time. The Ministry is committed to ensuring continuity of learning leading to final marks for all students, and graduation for those eligible.

For students in grades 10 and 11, school districts and independent school authorities should focus on ensuring all students are making progress towards completing the graduation requirements. Regardless of Stage, there is no change to graduation requirements: Students must satisfy all graduation requirements in order to earn a B.C. Certificate of Graduation (“Dogwood Diploma”).

For students in Grade 12 and on track to graduate, the focus should remain on ensuring each student will successfully achieve or exceed the 80 credits needed for graduation. For adults pursuing the Adult Dogwood, the focus should be on achieving or exceeding the 20 required credits.

Earn Credits in the Graduation Program

There are many options for students to earn credits toward graduation and these options remain available to students regardless of Stage. Although students must complete Ministry-developed courses for graduation, students may also earn credit through local and external courses. Options for students to earn credits may include:

• Board/Authority Authorized (BAA) Courses — BAA courses provide an opportunity for educators to develop courses that explore content beyond the boundaries of Ministry curriculum, while meeting Ministry curricular requirements. BAA courses help educators respond to the local needs of students and their communities. School districts or independent schools may develop and offer BAA courses according to Ministry standards to help meet local community needs while providing choice and flexibility for students.
• Independent Directed Studies (IDS) — Under teacher supervision, students can earn additional credits toward graduation by pursuing curriculum in more detail for a Ministry or BAA course.
• Course Challenge — Students may earn graduation credit for undocumented prior learning by challenging a specific Grade 10, 11 or 12 Ministry or BAA course.
• Equivalency — Students may earn graduation credit for documented prior learning by requesting their school conduct a review to determine if a course taken outside B.C. is equivalent to a current B.C. course.
• External Credentials — Students often take courses, programs or activities that are developed and offered outside the school system and the B.C. school curriculum. These courses must meet specific Ministry criteria to be authorized as an external credential course for elective credit toward graduation. This includes the same (or greater) level of depth, breadth, and rigour as found in Ministry-developed Grade 10, 11 or 12 courses, as well as an evaluation component that assesses the intended learning standards. One example would be the graduation credits for Grades 10, 11 or 12 given to students who have completed B.C. Conservatory of Music training outside of school.

Career and Post-Secondary Transitions

Career Programs

The Ministry offers a variety of programs and courses to support the career development of students.

In Stages where in-class instruction is limited, flexible delivery options should be considered where possible to allow students to safely continue their career programs and dual credit courses to ensure that students are not disadvantaged.

Work Experience (WEX) Elective Courses

Trades Training Programs

Given the unique structure of Trades Training Programs and oversight by the Industry Training Authority (ITA), new information on assessments and programming for these courses is available.

Information for workers is available on WorkSafeBC COVID-19, including:

• What workers should do
• Staying safe at work
• Information specific to various industries

Transition to Post-Secondary Studies — Dual Credit

Transition to Post-Secondary Studies — Scholarships

The Provincial Scholarships Program recognizes student achievement and encourages students to pursue post-secondary education.

The Ministry is committed to administering the Provincial Scholarships Program to recognize student achievement and encourage student transitions. The following actions are intended to help schools, school districts and staff support the scholarship program despite the challenges faced as a result of COVID-19.

• The deadline for school districts and independent school authorities to submit their lists of conditional winners of District/Authority scholarships is extended from June 30 to July 15, 2021.
• The Ministry will send additional documentation to assist school districts/authorities in using their allocation of District/Authority scholarships, recording conditional winners, and submitting their lists.
• If necessary, the Ministry will develop a digital method for principals to sign student applications to the BC Excellence Scholarship.

The marking and adjudication of BC Excellence and Pathway to Teacher Education Scholarships is shifted from in person to virtual events.

Financial Planning

Financial Planning — School Districts

Student Reporting and Funding

The 1701 process for the 2020-21 school year remains unchanged. Recalculated operating grants based on September’s 1701 count will be announced in December 2020.

The following clarification will assist school districts when submitting their September 2020 1701 forms, in addition to the published instructions. Secretary-Treasurers are reminded that the reported student enrolments, as of September 30, are due into the Ministry by October 9.

The Ministry will track attendance in “Transition to in-class instruction programs” and in Distributed Learning programs, through the fall of 2020 to assess the number of students that return to in-class instruction by January 30, 2021. The Funding Equity Committee will review this data and will propose options to the Ministry for capturing this information in the February and May 1701 enrolment counts, and potential adjustments to funding to ensure equitable treatment across all school districts.

Balanced Budgets

Amended Budget instructions will be distributed in December 2020 and at this time the Ministry does not foresee any changes to the submission dates or requirements. School districts should continue to update their assumptions and risk mitigation plans throughout the year as well as when developing Amended Budgets.

The Ministry and BCASBO have identified potential risks related to the COVID-19 pandemic that should have been considered when preparing the 2020/21 Annual Budget. These risks should be monitored throughout the 2020/21 school year and revisited when developing amended annual budgets, due by February 28, 2021.

School districts may have needed to utilize their accumulated surplus to balance their 2020/21 budgets including any budget surplus as a result of savings in the 2019/20 school year. Districts should be monitoring their financial performance and student enrolment on a regular basis to maintain an appropriate level of contingency.

Provincial Safe Return to School Grant

On August 11, 2020 the Ministry released the details of the $42.5 million Provincial Safe Return to School Grant, including district allocations, guidelines and a reporting template (Excel download). This grant is a component of the K-12 Education Restart Plan for September.

The grant is being disbursed as a special purpose grant under section 115.1(a) of the School Act. As such, school districts will be required to report this as a Special Purpose Fund in the Financial Statements and report on how they will spend the funding in the categories of:

• Custodial staff time for the cleaning of schools
• The rental or purchase of hand washing units and hand sanitizer stations, and upgrades to non-touch faucets
• Custodial cleaning supplies
• Reusable and disposable face masks and face shields
• Support for remote learning, such as technology loans or software to support students with disabilities or complex needs

School districts will be required to submit an initial spending plan for the year (as of September 30) by October 12, 2020 using this template (Excel download).

Federal Safe Return to Class Fund

On September 3, 2020 the Ministry released the details of the $242.4 million Federal Safe Return to Class Fund, including school district allocations and guidelines. This grant is a component of the K-12 Education Restart Plan for September.

The Ministry is allocating the first phase of the Federal Safe Return to Class Fund ($121.2M) as follows:

• $101.1 million to public school districts
• $7.96 million to independent schools
• $12.1 million holdback for emerging COVID-related issues between September and December 2020.

This one-time funding will be allocated to public school districts based primarily on student headcount for the 2019/20 school year with a minimum allocation of $300,000 per school district. The allocation for the Conseil scolaire francophone will be increased by 15% in alignment with the provincial Funding Allocation System.

Allocations for the second phase of funding will be announced later in the year when confirmation has been received from the Federal government that the funding is forthcoming.

Spending should be in alignment with school district K-12 Restart plans. School districts should consider the needs of Indigenous students when allocating their funding and should engage with Indigenous communities on their needs. School districts should also consider the needs of students with disabilities and diverse abilities, vulnerable students (e.g. children and youth in care), and other students with low educational outcomes when planning for this funding.

School districts have flexibility in how they spend the funding in the general categories of:

• Learning resources and supports
• Health and safety
• Transportation
• Before- and after-school child care

School districts will be required to report on spending for staffing, supplies and services and capitalized items, and identify how spending has supported Indigenous and vulnerable students, using a Ministry reporting template. The first report will need to reflect budgeted spending as of October 31, 2020 and will need to be submitted to the Ministry by November 13, 2020.

The grant is being disbursed as a special purpose grant under section 115.1(a) of the School Act. As such, school districts will be required to report this as a Special Purpose Fund in the Financial Statements.

Event-Driven Reporting

The Province has initiated a process for government organizations to record and report on financial transactions that are incremental to regular operations due to a specific major event in order to facilitate consistent financial reporting by the Ministry of Finance across the entire government reporting entity.

Effective March 11, 2020 and continuing until further notice, the government has identified COVID -19 as a major reporting event. Ministries, crown agencies, school districts, universities, colleges, and health authorities are required to track incremental and necessary costs that are incurred as a direct result of COVID-19 effective March 11, 2020 for the purpose of consistent government-wide reporting. There is no expectation that the Province or the Federal Government will reimburse these incremental costs.

Each school district must establish a process for tracking its own COVID-19 related costs and provide specific direction to staff to facilitate reporting out as required regarding costs incurred or forecasted. Costs identified must be:

1. Directly related to the COVID-19 event
2. Incremental to the cost of normal operations
3. Unavoidable operational expenses

The Ministry of Education has worked with BCASBO to determine how best to track COVID-19 response related costs/savings during this period. Guidance and a tracking template were provided in the April 17, 2020 special DM Bulletin.

All school districts have provided their estimate of increased costs and savings as at June 30, 2020 and tracking of these financial impacts will also be required for the 2020/21 school year. School districts have received an individualized reporting template, including amounts previously reported for June 30, 2020 — districts are encouraged to contact the Ministry by email at SRFR.covid@gov.bc.ca regarding questions about the template. Reporting will be required for the periods ending September 30, December 31, March 31 and June 30 to align with their GRE reporting. The first report for period ended September 30, 2020 will be due by October 12, 2020.

Financial Reporting

Audited financial statements for the 2019/20 school year are required to be submitted by September 30, 2020.

The Ministry will distribute the instructions for financial reporting for the 2020/21 school year as usual before the end of the school year. School districts should be prepared, considering the event-driven reporting outlined above, that these requirements may be different from those required in previous years.

Should a school district believe it is at risk of running an operating deficit, it is encouraged to contact the Ministry by email at educ.covid@gov.bc.ca as soon as possible.

Should a school district incur an actual annual deficit in 2020/21 in a magnitude greater than its accumulated surplus, the Minister of Education has the authority to grant approval for this accumulated deficit and set deficit retirement conditions.

Custodial and Cleaning Supplies

At the provincial level, Emergency Management BC (EMBC) is coordinating supply issues as part of the COVID‑19 response. EMBC has asked all ministries to establish an inventory of critical supplies (e.g. personal protective equipment, cleaning materials, etc.) that organizations have available. The inventories will be reviewed to ensure essential services in the province can continue to operate efficiently.

The Ministry will also work with Focused Education Resources around other service and supply options as the need becomes apparent. School districts/authorities can contact the Ministry by email at educ.covid@gov.bc.ca or Focused Education with questions. School districts/authorities are also able to purchase PPE and cleaning supplies from the BC Government Supply Hub.

School districts and independent school authorities may wish to consider how best to conserve supplies where possible, especially custodial and cleaning supplies. This may require reviewing which spaces are being reserved for staff and/or students to interact in-person and consolidating cleaning efforts accordingly and allowing for increased utilization of school buildings with the staged return to in-school instruction.

Boarding Schools

Given unique considerations related to shared accommodation and dining spaces, boarding schools are expected to align policies and procedures with current public health guidance including promoting proper hygiene practices, following thorough cleaning protocols, and implementing physical distancing strategies in accordance with Provincial Health Officer orders.

Plans should also be developed to address any circumstances where isolation and risk mitigation procedures are required due to a boarding school student or staff member becoming ill with COVID‑19.

Best practices outlined in the Boarding School Guidelines should be implemented and followed.

Supporting information can be found in the Health and Safety section.

Menstrual Products

School districts must continue to provide access to menstrual products in school washrooms in accordance with board policies and procedures and may need to adjust existing policies and procedures to meet that requirement in alignment with current K-12 health and safety guidelines (see Health and Safety section for more information).

School districts should also:

• Regularly assess student need based on the current context, with the understanding that circumstances may change often.
• Use of menstrual products may increase during the COVID‑19 pandemic due to changes in personal/family financial resources.
• Ensure the distribution of menstrual products adheres to current provincial health and safety guidelines (see the Health and Safety section).
• Take steps to maintain a reliable and adequate supply of menstrual products at school facilities.
• Due to the possibility of supply chain disruption, school districts may need to plan ahead to ensure an adequate supply of menstrual products are available at all stages of a pandemic event.
• Consider how best to make menstrual products accessible to students of all gender identities and/or expressions, including during Stages where student access to school facilities may be limited or restricted, while safeguarding student privacy.

Business Continuity

A Business Continuity Management Program enables an organization to respond to events that may prevent service, resulting in unacceptable outcomes for the organization. Business Continuity Plans outline how critical services will be performed when business-as-usual is not possible. Please refer to the Ministry’s Business Continuity Planning Guidelines for more information.

For School/School District Administrators:

• COVID‑19 related inquiries can be directed to the Ministry by email at educ.covid@gov.bc.ca.
• Medical Health Officer Contact Information by Health Authority (general inquiries — Health authority contact information for inquiries related to school exposures can be found in the COVID-19 Protocols for School and District Administrators):
• Island Health, 1-800-204-6166
• Fraser Health: 604-918-7532
• Northern Health, healthyschools@northernhealth.ca, 250-565-2000
• Interior Health, 250-469-7070 ext.12791
• Vancouver Coastal Health, 604-527-4893
• BC Centre for Disease Control Public Health Guidance for K-12 School Settings
• WorkSafe BC – Education (K-12): Protocols for Returning to Operation
• Provincial COVID‑19 Health and Safety Guidelines for K-12
• BC Centre for Disease Control – COVID‑19
• First Nations Health Authority – COVID‑19 Information
• School district questions regarding collective agreements or employment related matters can be directed to the BC Public School Employers’ Association

For Parents/Caregivers, Students and Staff:

• Provincial information and resources related to COVID‑19 is available at gov.bc.ca/covid19 or by calling 1-888-COVID19.
• Information on COVID‑19 and B.C. K-12 schools is available online.
• The First Nations Education Steering Committee COVID‑19 web page includes information and resources for educators, families and First Nations communities.
• The Métis Nation BC COVID‑19 web page includes updates, mental health and wellness supports, and resources for kids.
• If you or a family member are experiencing symptoms of concern – such as fever, cough or difficulty breathing – access the BC COVID‑19 Symptom Self-Assessment Tool or call 8-1-1 to determine whether you may need further assessment or testing.
• Mental Well-Being - information and supports for students, families and caring adults