The following guidance is directed to administrators of schools from kindergarten to grade 12 (K-12) and local public health authorities (PHAs) in jurisdictions where these schools exist. The guidance is not prescriptive in nature, rather, it supports administrators and PHA's to consider potential risks and mitigation strategies associated with the resumption of in-school classes during the COVID-19 pandemic.

New York City Department of Education 2015 - 2016 Guidance Counselor Report Summary

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which includes six elements—Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.

These guidance documents were issued by the U.S. Department of Education Office for Civil Rights. This 2001 Sexual Harassment Guidance reaffirms the compliance standards that OCR applies in investigations and administrative enforcement of Title IX of the Education Amendments of 1972 regarding sexual harassment. The guidance provides the principles that a school should use to recognize and effectively respond to sexual harassment of students in its program as a condition of receiving Federal financial assistance. This 2011 Dear Colleague Letter on Sexual Violence explains that the requirements of Title IX of the Education Amendments of 1972 cover sexual violence and reminds schools of their responsibilities to take immediate and effective steps to respond to sexual violence in accordance with the requirements of Title IX. This 2013 Dear Colleague Letter on Retaliation reminds school districts, postsecondary institutions, and other recipients that retaliation is also a violation of Federal law. The letter seeks to clarify the basic principles of retaliation law and to describe OCR's methods of enforcement.

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which includes six elements—Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.

Location of guidance and tutoring programs in Los Angeles CountyThis dataset is maintained through the County of Los Angeles Location Management System. The Location Management System is used by the County of Los Angeles GIS Program to maintain a single, comprehensive geographic database of locations countywide. For more information on the Location Management System, visit http://egis3.lacounty.gov/lms/.

New York City Department of Education 2018 - 19 Guidance Counselor Bill Demographic Data by district, borough, school number, school name, and school level, providing statistics for full time, part time, bilingual guidance counselors and whether they are serving more than one _location.

New York City Department of Education 2017 - 2018 Guidance Counselor Report Data based on DBN, School Names and Year.

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. Due to size constraints only partial data is reflected, to view entire data open up the excel file that shown with data set name. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which include six elements Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.

New York City Department of Education 2018 - 19 Guidance Counselor Bill Demographic Data by district, borough, school number and school year providing statistics gender, ethnicity, students with disabilities, poverty and amount of time spent in general education classes.

During the COVID-19 induced lockdown in France during the year 2020, many schools had to shut down their physical activity, which left students disoriented in many ways. As some were in their last years of education, the source wanted to investigate ways in which French students had access to guidance, when orientating themselves towards higher studies or finding a job. Thus, many informed themselves directly on the school platform, whereas 70 percent looked at counselling and orientation websites. About half of the respondents used social networks.

Analysis of ‘2018-19 Guidance Counselor Report - Guidance Counselor’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/5ac78706-a797-4a1e-ac04-fbb80c2552e6 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

New York City Department of Education 2018 - 19 Guidance Counselor Bill Demographic Data by district, borough, school number, school name, and school level, providing statistics for full time, part time, bilingual guidance counselors and whether they are serving more than one location.

--- Original source retains full ownership of the source dataset ---

New York City Department of Education 2015-16 Guidance Counselor Post Secondary Planning data for fiscal school year.

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which includes six elements Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong Family Community Ties, and Trust—that drive student achievement and school improvement.

The Policy Statement and Guidelines for Grants to Schools is the document that shall be the governing instrument for all grants to registered schools in the Solomon Islands.

This resource guide will provide Alberta schools with an understanding of what tools are available when responding to COVID-19 in the school setting, including what to do when there are symptomatic students and/or staff at the school, what to expect when a case or outbreak is identified, how to report information, and what information to provide staff/students/parents/visitors/volunteers on and off-site. Please see Related tab for the Resource guide for COVID-19 cases in school settings for up-to-date information.

The Federal STEM Education Strategic plan recognizes the importance of building computational literacy today. This document is aligned to the IWGCL objectives to: (1) develop a common operational definition; (2) identify existing research on computational literacy; and (3) identify existing researchbased model programs, content and curriculum, best practices and other measurable quantities that inform successful examples of building computational literacy in STEM education in both federal and non-federally sponsored research and programs. The intended audience of this report is federal agencies and other STEM education stakeholders, to support the understanding and implementation of computational literacy in STEM education.

The survey charted the perceptions and opinions of lower secondary school guidance counsellors regarding vocational education and training in Finland. Main themes included, among others, the future plans of the ninth-graders the councellors had guided during the past year, the councellors' perceptions of how general and vocational upper secondary education are appreciated, and factors that affected the educational guidance given by the councellors to the ninth-graders. The study was commissioned by the Ministry of Education and Culture and Skills Finland. Data collection was conducted by IROResearch. First, the councellors' perceptions of the ninth-graders' opinions on studying were charted with various attitudinal statements concerning, for example, how important the ninth-graders thought studying was for the future and whether they thought studying was interesting or working was more interesting than studying. The counsellors were also asked whether the ninth-graders thought various educational choices were interesting for them personally (e.g. general or vocational upper secondary education or tenth grade). Factors affecting how the councellors guided the ninth-graders were examined (e.g. the student's success in their studies, their ambition and will to succeed, their parents' opinions). The fields of education that most interested ninth-graders who planned to continue into vocational education or training were surveyed (e.g. humanities and arts, natural sciences, information and communication technologies). Finally, the councellors were asked whether they thought they had enough information on vocational education and training considering their work in guiding ninth-graders. Background information included the respondent's gender, how long they had worked as a lower secondary school guidance councellor, municipality of residence and region of residence (NUTS3).