The pandemic forced divisions to develop new approaches to educating students. Division officials had to consider the needs of their students and their resources at home, as well as the capacity of their workforce and existing infrastructure to provide instruction outside of the school building. We collected and coded over a thousand documents pertaining to the SY 2020-21 operations of Virginia's 132 school divisions. We coded documents for information on divisions' approaches to how students would access curriculum if they were not in the school building, how teachers would provide instruction, and whether teachers would be responsible for teaching students both in-person and online. Our descriptive analyses explore how divisions responded to the COVID-19 pandemic through their planned use of remote instruction overall and by division-level characteristics. Most divisions provided online curriculum to their students with fewer divisions providing electronic or physical curriculum. Communities in which fewer than 90% of residences connected to broadband internet infrastructure were 2-3 times more likely to provide electronic curriculum. Rural and town divisions were much more likely to provide electronic curriculum compared to suburb and city divisions. About two-thirds of divisions provided both synchronous and asynchronous instruction to their students. Very few provided fully synchronous instruction. About half of Virginia's school divisions indicated that teachers would be providing instruction to both in-person and online students, but only about one-fifth indicated that this would be occurring concurrently. During such an unprecedented school year, it is important that we identify the heterogenous responses of school divisions across the state.