• All snow or other inclement weather days will be virtual.
• The schedules for all levels are a guide for families. A student is not required to follow the schedule.
• If virtual learning is asynchronous, class times will include virtual teacher-led office hours and asynchronous instruction times. Asynchronous learning happens when students learn the same material but at different times and locations without live instruction.
• If virtual learning is synchronous, class times will include synchronous instruction via Zoom, which means live virtual instruction with teachers, as well as independent work.
• Students will have access to assignments, apps, and resources through Canvas and/or Clever.
• No new content will be taught.
• Grades should not be assigned on virtual days.
• Attendance will be taken through logging into Clever and Canvas.

Asynchronous | Synchronous

Asynchronous Virtual Instruction

Elementary School Asynchronous Virtual Instruction

Asynchronous virtual instruction will focus on time on tasks independent of live instruction with  curriculum-based apps and computer-adaptive programs that students access routinely at school as the primary means of providing a meaningful virtual experience when in-person learning is not possible. 

• Although there will be no delivery of new content on these days, students will be able to devote time to completion of projects and assignments already in progress as posted on Canvas and Clever, as well as reading and journaling. 
• When possible, staff will provide classroom-specific guidance for a successful asynchronous virtual day by hosting virtual office hours ranging from 30 to 60 minutes.  
• Approximate time expectations for students in asynchronous learning in grades Pre-K-2 is up to two hours, and up to four hours in grades 3-5. 
• Logging into online math and literacy programs such as Dreambox and Myon provides continuity with current content as well as the opportunity for acceleration or remediation. Classroom teachers can monitor student work through reports associated with these web-based programs. Many of these apps are designed to provide practice at the student’s current instructional level, ensuring that the time spent is purposeful. 

PreK-8 School Asynchronous Virtual Instruction for Grades PreK-5

Asynchronous virtual instruction will focus on time on tasks independent of live instruction  with the curriculum-based apps and computer-adaptive programs that students access routinely at school as the primary means of providing a meaningful virtual experience when in-person learning is not possible.

• Although there will be no delivery of new content on these days, students will be able to devote time to completion of projects and assignments already in progress as posted on Canvas and Clever.
•  When possible, staff will provide classroom-specific guidance for a successful asynchronous virtual day by hosting office hours ranging from 30 to 60 minutes.
• Approximate time expectations for students in asynchronous learning from one to two hours in grades Pre-K - 2, and three to four hours in grades 3 - 5.  
• Logging into online math and literacy programs such as Dreambox and Myon provides continuity with current content as well as the opportunity for acceleration or remediation. Classroom teachers can monitor student work through reports associated with these web-based programs. Many of these apps are designed to provide practice at the student’s current instructional level, ensuring that the time spent is purposeful. 

PreK-8 School Asynchronous Virtual Instruction for Grades 6-8:

On asynchronous learning days, students have flexible and equitable opportunities to complete their learning throughout the day. Asynchronous learning activities will be available on Canvas and will include a variety of activities and instructional resources such as recorded instructional videos, online activities, and online assignments. 

• Asynchronous learning at the secondary level requires that students log into Clever/Canvas. No new content will be taught on these days. 
• Students should check Canvas for daily assignments and attend office hours. 
• To access, students log in to Canvas and click “Online Tutoring” in the course menu inside of their classes. On asynchronous learning days, teacher-led office hours will be held. 
• During office hours, a teacher does the following with students:
• Connects/checks in
• Clarifies assignments
• Answers questions
• Provides feedback
• Spends 20–25 minutes with students; depending on content area
• Students in grades 6-8 also have 24-hour access to free tutoring through Tutor.com.

Secondary School Asynchronous Virtual Instruction

On asynchronous learning days, students have flexible and equitable opportunities to complete their learning throughout the day. Asynchronous learning activities will be available on Canvas and will include a variety of activities and instructional resources, such as recorded instructional videos, online activities, and online assignments. 

• Asynchronous learning at the secondary level requires that students log into Clever/Canvas. No new content will be taught on these days. 
• Students should check Canvas for daily assignments and attend office hours for their classes that day. 
• To access, students log in to Canvas and click “Online Tutoring” in the course menu inside of their classes. 
• On asynchronous learning days, virtual office hours will be held. During virtual office hours, a teacher does the following with students:
• Connects/checks in
• Clarifies assignments
• Answers questions
• Provides feedback
• Spends 20–45 minutes with students, depending on their grade 
• Students in grades 6-12 have 24-hour access to free tutoring through Tutor.com. 

Synchronous Virtual Instruction

Elementary School Synchronous Virtual Instruction | español | አማርኛ | عربى

Synchronous virtual instruction will incorporate live instruction with teachers as well as time for independent work.  

• We do not anticipate replicating the master schedule in its entirety, but our goal is for Pre-K-2 students to engage in two to three hours and students in grades 3-5 four to five hours of synchronous core content instruction including literacy, math, science/social studies and Encore and SEAL. 
• The remaining time will include independent attention to projects, assignments, choice activities and content-specific apps. 
• Students will need to be present for classroom whole-group lessons as well as any small-group instruction offered by the school staff. 
• Virtual office hours will be established by the teacher as needed. 
• The services for students with disabilities will be met in accordance with their IEP requirements in a virtual setting. Additionally, direct services for English learner students in a virtual setting will be provided by EL teachers in the general education classroom or in an English language development block.

PreK-8 School Synchronous Virtual Instruction for Grades PreK-5 (Jefferson-Houston, Patrick Henry) | español | አማርኛ | عربى

Synchronous virtual instruction will incorporate live instruction with teachers as well as time for independent work.  Please note that these are general schedules that may be adjusted based on the individual school’s instructional program. Teachers will provide customized schedules as needed.. 

• We do not anticipate replicating the master schedule in its entirety, but our goal is for pre-K - 2 students to engage in two to three hours and students in grades 3-5 from four to five hours of synchronous core content instruction including literacy, math, science/social studies and Encore. 
• The remaining time will include independent attention to projects, assignments, choice activities and content-specific apps. 
• Students will need to be present for classroom whole-group lessons as well as any small-group instruction offered by the school staff. 
• Office hours will be established by the teacher as needed.  
• The services for students with disabilities will be met in accordance with their IEP requirements in a virtual setting. Additionally, direct services for English learner students in a virtual setting will be provided by EL teachers in the general education classroom or in an English language development block.

PreK-8 Schools Synchronous Virtual Instruction for Grades 6-8 (Jefferson-Houston, Patrick Henry) | español | አማርኛ | عربى

Synchronous virtual instruction will incorporate live instruction with teachers as well as time for independent work.  Please note that these are general schedules that may be adjusted based on the individual school’s instructional program. Teachers will provide customized schedules as needed.

• The instructional model during the instructional block will consist of 25 minutes of synchronous whole group instruction with the teacher. 
• After whole-group instruction, students transition into asynchronous independent work for the remainder of the class period. 
• Each school will follow their daily bell schedule. 
• Students may access the zoom link for synchronous instruction and office hours from each teacher's Canvas page. 
• The services for students with disabilities will be met in accordance with their IEP requirements in a virtual setting. Additionally, direct services for English learner students in a virtual setting will be provided by EL teachers in the general education classroom or in an English language development course.

Secondary School Synchronous Virtual Instruction (Middle Schools and High School) | español | አማርኛ | عربى

Synchronous virtual instruction will incorporate live instruction with teachers as well as time for independent work.  

• Each school will follow their daily bell schedule, which includes 4 blocks per day. 
• The lunch time will remain the same.
• The instructional model during the instructional block will consist of 45 minutes of synchronous whole group instruction with the teacher. 
• After whole group instruction, students transition into asynchronous independent work for the remainder of the learning block. 
• Students may access the zoom link for synchronous instruction and office hours from each teacher's Canvas page. 
• The services for students with disabilities will be met in accordance with their IEP requirements in a virtual setting. Additionally, direct services for English learner students in a virtual setting will be provided by EL teachers in the general education classroom or in an English language development course..

As a general practice during the winter weather season, it is recommended that students take home their computers/devices and instructional materials at the end of each school day. This will ensure that students have the necessary materials at home for virtual learning if schools must close due to winter weather conditions.

In the case of a winter weather-related closing, families will receive notification via email and text, and staff will receive notification via email. Additionally, the ACPS website, hotline and social media channels will include an alert with the appropriate information and ACPS will share information about winter weather-related closings with local news outlets. This information will remain posted until normal operations have resumed.

For Head Start and Early Head Start programs, see the Campagna Center's inclement weather policy.

How are families notified about weather alerts and emergency notifications?

Emergency notifications and weather alerts are first posted on the ACPS website. If they pertain to a specific school, an alert is posted on that individual school’s website, sometimes both.

Depending on the nature and timeliness of the situation, we may also send an email, text message and/or robocall. Notifications may also be made on or through: 

• ACPS Social Media in English: Twitter | Facebook and Spanish: Twitter | Facebook
• ACPS Hotline: 703-866-5300
• ACPS-TV, Cable channel 71 in the City of Alexandria
• City of Alexandria eNews: Families need to subscribe to this email announcement list via the City of Alexandria website
• Local television and radio stations

You will only receive emergency messages directly from ACPS if your information is up-to-date in PowerSchool.

Why am I not receiving weather alerts and emergency notifications from ACPS?

The system that we use to communicate with families in weather and emergency situations pulls contact information from PowerSchool. If your information is not complete or correct in PowerSchool, you will not receive our alerts.

Parents and guardians are responsible for making sure their school(s) has current contact information. At the start of each school year, families receive a welcome packet for each student that includes the information that is in PowerSchool. Parents and guardians are asked to correct that information, if necessary, and return the forms to their school or update their information online. That information is then entered into the database by the school’s registrar.

If you are not receiving messages from ACPS, please check your contact information by logging into PowerSchool and using the “Returning Student Registration” link at the bottom of the left-hand navigation. Or contact your school registrar today.

You will begin receiving messages from ACPS within 24 hours of your information being updated in PowerSchool

I accidentally opted out of receiving robo calls and text messages from ACPS. How do I opt back in?

To opt back in to phone calls, please call the Opt-Out Hotline at 1-855-502-7867. To opt back in for text messages, text the message START ACPSALL to 23177.

Why is there sometimes a delay in receiving notifications?

In an urgent or emergency situation, our number one priority is ensuring the safety and well being of our students. This might involve evacuating students and consulting with emergency personnel, such as the fire department. Once our students are safe and secure, we initiate communications.

There are some situations for which the process follows a scripted plan, such as a school closing due to bad weather. Those communications can be executed quickly.

For unscripted situations, such as a building or facilities issue, the process is more complex and takes more time to execute. The process typically includes:

• receiving initial notification
• gathering information
• determining the extent and impact of the situation in consultation with school administration, facilities, transportation and sometimes the city, neighboring jurisdictions and experts, as needed
• deciding the immediate next steps and/or resolution (Superintendent)
• formulating the communication plan
• executing the communication plan

Translating messages into other languages can also affect the process. ACPS sends emergency messages in English, and where possible, in Spanish, Arabic and Amharic.

Depending on the nature of the situation, sometimes we are able to communicate an initial message while we continue to work the situation and then follow up with additional messaging as information becomes available. If action is required by parents and guardians, such as picking up students early, time is needed to work through the logistics. There is always a balance between ensuring the information is complete and getting it out quickly.

Although there may be similarities, every situation is different and requires some degree of flexibility and adaptation. Situations that involve an early dismissal or school closure, for instance, involve complex logistics and coordination among different entities before details can be fully communicated. In these cases, you may not get all the information in the first message. We will update you as the plan evolves.

Other school divisions around us have a delayed opening or are closed, or vice versa. Why not us?

When deciding whether or not to delay opening or close schools, we consult with our director of transportation, who is out in the wee hours checking our buses, streets, sidewalks, bus stops and school parking lots; our director of operations, who is checking the status of our school buildings and facilities; and the Alexandria transportation staff, along with those of neighboring jurisdictions regarding their assessments of conditions.

Because conditions in neighboring counties can vary from those in Alexandria, each call is made independently. Alexandria is considerably smaller than most of our neighboring jurisdictions. The call in larger jurisdictions is often dictated by conditions in far reaching areas, where there is more variance in weather conditions, snow accumulations and temperatures and where students have to travel a greater distance to get to school.

The opening or closing of the federal or Alexandria City government does not cause the opening or closing of schools.

Why did school close early when the bad weather isn’t expected until later?

Buses. The same school buses that serve our preschoolers and elementary school children also serve our secondary schools. Once our buses finish their elementary school runs, they are off to the secondary schools. On a typical school day, afternoon bus runs start leaving schools at 2:35 p.m. With after school activities at the middle and high schools, late bus runs can finish after 7 p.m.

By closing schools early, cancelling after school activities and completing those bus runs early, we aim to ensure that all students are safely returned home before conditions worsen, especially as the sun sets and temperatures drop.

There are days where the forecast does not quite materialize. But the safety of our students is always our top priority, so we make the decision with the best information we have available at the time a call needs to be made.

Why keep schools open?

We know there are days when our decision to open schools on time is questioned: why did we make the call to open on time, or at all?

Our students go to school to learn and we aim to maximize instructional time so that every student can succeed. In addition, ACPS has the highest percentage of students receiving free and reduced meals in the area at more than 63 percent. And, that percentage is much higher in some of our individual schools. Many of these students and families depend on the meals received at school. For every day we delay opening, close early or close for the day, these students are missing out on meals and snacks. And, if it happens to be a Friday, they may be missing out on food sent home for the weekend.

We need to keep our schools open as much as possible, not only for instructional time, but to ensure the health and well being of those students who are most in need.

What is the timeline for making weather related decisions?

For weather-related school closings, we aim to publish information by 5:30 a.m. whenever possible. If it is necessary to close school early, we aim to make an announcement by 11:00 a.m.

However, it is not always possible to adhere to this timing. Sometimes, we are not aware of a situation until a few minutes before school is due to start. ACPS gets the message to you as soon as we possibly can.

What time will school start if school opening is delayed?

Kindergarten through grade 12 and Virginia Preschool Initiative (VPI) students report two hours later than regular opening time.

Morning pre-K programs (Early Childhood Special Education and Preschoolers Learning Together) report two hours later than regular opening time, and dismiss one hour later than usual.

Afternoon pre-K reports one hour later than regular opening time and stays for approximately two hours.

What time will school end if schools are closed early?

For early closures, the dismissal time is two hours prior to the normal end of the school day. Morning pre-school dismisses at 11:00 a.m. Afternoon pre-school is canceled, however make-up classes may be required.

When schools close early or for the entire day, all after-school activities and athletic events are canceled for the day.

Why don’t you include the status of Rec and Campagna when sending out weather alerts?

We know that many families rely on Rec and Campagna for aftercare and that it is very disruptive when those programs are canceled. Our communication about the status of Rec and Campagna has not been as effective as it could be and we are changing our processes to address this.

Information about the status of Rec and Campagna is not always available at the time the call is made. Rec and Campagna are not run by ACPS. They make their own calls. Getting word to families as quickly as possible about an early closure means that we are sometimes not able to include this information in our initial message. Please know, however, we are always in contact with both organizations in these situations and are working to get the word out as quickly as possible.

Campagna is responsible for communicating it’s status directly with its families. If you are unsure about their status, please contact them directly at 703-549-0111. You can also follow @CampagnaCenter on Twitter.

For the status of Rec programs held at ACPS schools, see the City of Alexandria Parks and Rec Facebook Page or call 703-746-4343.

As information about the status of both programs becomes available, we include it in our messaging.

Why are we having so many issues with our buildings?

Our schools are old. Very old. Only three schools have been built in Alexandria since 1966, and one of them is still under construction. We have aging facilities and have lacked sufficient funding to maintain and modernize them for years.

The past few weeks have been particularly challenging because of the deep freeze that engulfed much of the east coast. The persistent below-freezing temperatures have taxed our aged systems in ways that they have never been challenged. Our aging HVAC systems struggle to work normally when it is so cold.

Our Educational Facilities team has been working round the clock with the contractors who manage our HVAC systems. Custodians have been in extra early to check the heat in buildings before school. Facilities staff were in our schools over the break and have been in on weekends to check our schools.

We acknowledge and appreciate your frustration about the impact this is having on the education of our students and want you to know that we share the goal of getting children into suitably comfortable classrooms every day of the year.

How does ACPS accommodate for missed instructional time?

No make-up classes are required for early closings.

The Virginia Department of Education mandates 180 instructional days or 990 hours per school year.

The first three snow days or days when a school is closed do not need to be made up. Day six and day eight also do not need to be made up. The instructional time for all other missed days needs to be made up. There are snow days built into the ACPS calendar for days that may need to be made up.

What can I do to stay informed?

• Check your information in PowerSchool to be sure that it is up to date. If it is not, update it now or call your school registrar.
• Review the emergency procedures on our website and become familiar with what you need to do during an emergency.
• Tune in to ACPS emergency communications channels as the official source for verified data in emergency situations. Refrain from calling or texting your child during an active emergency so that they are free to work with us on keeping them safe. This also helps to avoid mixed messages and confusion.
• Please do not call or go to your school during an active emergency so that we may focus on keeping your child safe. Again, tune in to ACPS emergency communications channels as the official source for verified data in emergency situations.
• If you need more information after an emergency, please call your school or the Office of Communications at 703-619-8003 directly so that you can get accurate information. And, use the official ACPS channels of communication.
• Join your PTA and support ACPS