APS RE-ENTRY INSTRUCTIONAL AND OPERATION PLAN SY20-21
PURPOSE: Students, staff, families (all stakeholders) health and safety are top priority in planning for reentry for school year 2020-2021.
KEY ASSUMPTIONS:
1. Students, families, and all APS employees will start in August following a time of significant stress,
trauma, financial and economic stress, and insecurity.
2. Existing inequities will have been exacerbated by the current situation (achievement gap, access to
resources, summer slide but longer, etc.).
3. Normal startup support processes may be delayed or otherwise problematic - significant delays are
likely for physical textbooks and workbooks.
4. Teachers, principals, and other school and district staff will know a great deal more about Continuous
Learning and distance learning options than they knew only a year ago.
GOALS:
1. Individuals (role-group inclusive) returning from a traumatic life disruption will be supported in their
integrated social, emotional, and cognitive processing through their return to school.
2. Individuals (role-group inclusive) will be equipped with the knowledge, skills, capacities, and resources
to return to school with an increased ability to adapt to potentially changing scenarios.
3. Focus on defined short- and long-term student high-leverage learning success in the context of societal
and educational disruption.
TEAMS:
Health & Safety:
 Safety, Hygiene, and Sanitation
 Meals
 Logistics/Social Distancing
Development
 Emotional Recovery/Well Being
 Essential, Competency Based Learning/ Academic Entry
 Distance Learning/Hybrid Learning/Equity
 Key Partners and Providers
Communications
 Internal and External
TIMELINE: (one calendar approved 5.18.2020)
May 2020

Teams begin meeting

June 3, 2020

Present Framework to Board of Education

July 1, 2020

Draft Ready (with Guidance from NMPED, Governor’s Office, DOH)

July 23, 2020

Present to Principals at ACE Conference

August 5, 2020

Beginning Day of Traditional Calendar Registration/Professional
Development/Prep

August 12, 2020

Traditional Calendar, First Day of School

1

 RESEARCH
Albuquerque Public Schools works with many national, state and local organizations. During this
crisis situation, many organizations and educational institutions provided informational and
guidance documents. APS Leadership researched and analyzed the models and guidance
documents from leading organizations and educational institutions.
APS Government Relations Office analyzed reports through phases and based on categories of leadership,
employees, students/learning, facilities/operations, program and budget.
APS teams are using the table to inform discussion in working on re-entry planning.

APS Crosswalk of Guidance Documents Phase 1, 2, 3
Created for Reopening Guidance for Schools
LEADERSHIP

●
●
●
○

○
■
■
■

Continue response to rapid and changing scenarios (CCSSO)
Create planning template for restart of schools (CCSSO)
Prepare and confirm WAIVERS granted by CARES Act (USDOE Report)
Perkins (3 waivers) and Adult Education and Family Literacy Act (3
waivers)
IDEA- no waiver for any core tenets of IDEA or Section 504 of
Rehabilitation Act
IDEA Part B
transition evaluation timelines waiver
preschool provisions
Vocational Rehabilitation carryover funds

EMPLOYEES

●
●
●
●
●
●

Continue remote work to greatest extent possible (MLG)
Close common areas (MLG)
Social distancing at work (6 feet) (MLG)
Employees wear face coverings at work (MLG)
Screen employees- verbally or written- each day entering work (MLG)
Vulnerable individuals continue shelter in place (WH)

STUDENTS/
LEARNING

●
●
●

Distance and remote learning (MLG)
Schools and daycares closed to remain closed (WH)
Schools that are currently closed, remain closed. E-learning or distance
learning opportunities should be provided for all students. Ensure
provision of student services such as school meal programs. Camps
restrict to children of essential workers and local geographic areas only.
(CDC)

FACILITIES/
OPERATIONS

●

Have adequate supplies to support healthy hygiene behaviors, including
soap, hand sanitizer with at least 60 percent alcohol, tissues, and notouch trash cans (CDC)
Close communal use spaces such as dining halls and playgrounds or
stagger use and disinfect (CDC)
Close cafeterias; serve meals in classrooms instead. (CDC)
Stagger arrival and drop-off times or locations, or put in place other
protocols to limit direct contact with parents as much as possible (CDC)
Create social distance between children on school buses where possible

○

PHASE 1
mid-May(vaccine still
9 months away)
More relaxing
For states and regions
that satisfy gating
criteria (WH)

“Gating criteria is 14
days of downward
trajectory of
documented cases (or
positive cases) and
flu-like symptoms
reported and a
requirement to
provide hospital care
without
compromising
standards”

●
●
●
●

2

 (CDC)

PROGRAM

●
●

●

●
●
●

●
●
●

PHASE 2
More open
businesses
For states and regions
with no evidence of a
rebound and that
satisfy the gating
criteria a second time
(WH)
ABQ Mayor estimates
early June

Teach and reinforce washing hands and covering coughs/ sneezes.
(CDC)
Teach and reinforce use of cloth face coverings among all staff. Face
coverings are most essential when physical distancing is not possible.
Information provided to all staff on proper use, removal and washing of
cloth face coverings (CDC)
Ensure that student and staff groupings are as static as possible by
having the same group of children stay with the same staff (all day for
young children, and as much as possible for older children) (CDC)
Restrict mixing between groups (CDC)
Cancel all field trips, inter-group events, and extracurricular activities
Limit gatherings, events, and extracurricular activities to those that can
maintain social distancing, support proper hand hygiene, and restrict
attendance ( those in Phase 1 areas) (CDC)
Restrict nonessential visitors, volunteers, and activities involving other
groups (CDC)
Space seating/desks to at least six feet apart (CDC)
Take advantage of new federal regulatory flexibility for telemedicine to
quickly expand access to counseling services using online and
videoconferencing systems (AEI)

BUDGET

●

Guidance for most effective and impactful use of federal and state
funding and flexibility (CCSSO)

LEADERSHIP

●
●
●
○

Continue planning template for restart of schools (CCSSO)
Robust communication and stakeholder engagement (CCSSO)
Prepare and confirm WAIVERS granted by CARES Act (USDOE Report)
Perkins (3 waivers) and Adult Education and Family Literacy Act (3
waivers)
IDEA- no waiver for any core tenets of IDEA or Section 504 of
Rehabilitation Act
IDEA Part B
transition evaluation timelines waiver
preschool provisions
Vocational Rehabilitation carryover funds
School district leaders partner with local and state public health
departments for re-open decisions based on hospital capacity, outbreak
of virus updates, and cleaning procedures and supplies (AAP)
Prepare for intermittent closure of schools in event of COVID-19
infections (AAP)
Prepare a plan to review all students' IEP. Prioritize new referrals as
opposed to reevaluations.(AAP)
Collaboration with school nurses and school health staff early in
planning phase for re-opening (AAP)
Develop protocols for potential rolling closures if trigger points are
breached. Determine who will make the determination and how
decision-making process will work (AEI)
Develop protocols and partnerships with public health for “contact

○
○
■
■
■
●

●
●
●
●

●

3

 ●
●

EMPLOYEES

●
●
●
●
●

STUDENTS/
LEARNING

●
●
●
●
●
●
●
●

FACILITIES/
OPERATIONS

●
●
●
●
●
●
●
●
●

tracing” strategies (AEI)
Communicate needs for regulatory flexibility to state policymakers (AEI)
Review state and federal student privacy policies, especially related to
educational apps and remote learning as well as sharing information
with public health agencies (AEI)

Childcare for essential workers (CCSSO)
Vulnerable populations continue shelter in place and continue to
encourage telework (WH)
Close common areas (WH)
Enforce moderate social distancing (WH)
Work with unions to waive some contractual language or create new
off-contract roles and duties (such as remote educator or homework
coach) (AEI)
Attention to trauma-informed SEL, wraparound supports, counseling,
meals (CCSSO)
Schools can reopen (WH)
Strengthen professional development for distance learning (CCSSO)
Limited open- enhanced social distancing measures and for children in
local geographic area (CDC)
Expect all academic progress can be caught up (AAP)
Maintain a balanced curriculum with physical education and not
exclusive emphasis on core (AAP)
Medically fragile students may continue distance learning or receive
home hospital instruction (AAP)
School leaders engage with curriculum providers for new ways to access
content and material (AEI)
Reopening with social distance only after 14 days of decline of new
cases reported (AFT)
Infrastructure and resources to test, trace and isolate new cases (AFT)
Align public health tools to education (PPE, physical distancing,
screening, etc.) (AFT)
Social distance continue; settings of no more than 50 people (WH)
Have adequate supplies to support healthy hygiene behaviors, including
soap, hand sanitizer (CDC)
Close communal use spaces such as dining halls and playgrounds and
stagger use, disinfect(CDC)
Serve individually plated meals and hold activities in separate
classrooms (CDC) Meal service in non-congregate settings (AAP)
Stagger arrival and drop-off times or locations; limit contact with
parents as much as possible (CDC)
Create social distance between children on school buses where possible
(CDC)

4

 PROGRAM

●
●
●

●
●
●
●

●
●

●
●
●

BUDGET

●
●

LEADERSHIP

●
●
●

●

●
●
●

EMPLOYEES

PHASE 3
Governor: Vaccine
Available

●
●
●
●
●

Teach and reinforce washing hands and covering coughs/sneezes (CDC)
Teach and reinforce use of cloth face coverings among all staff. (CDC)
Ensure that student and staff groupings are as static as possible by
having the same group of children stay with the same staff (all day for
young children, and as much as possible for older children).
Space seating/desks to at least six feet apart (CDC)
Restrict mixing between groups (CDC)
Cancel all field trips, inter-group events, and extracurricular activities
Limit gatherings, events, and extracurricular activities to those that can
maintain social distancing, support proper hand hygiene; restrict
attendance (from those in Phase 1 areas).
Restrict nonessential visitors, volunteers, and activities involving other
groups (CDC)
Consider limited extensions for families to submit paperwork required
for start of school to accommodate delays in accessing well child care
during public health emergency (AAP)
Athletic events likely limited (AAP)
Adopt an approach of universal mental health support for all students
(AAP)
Schools prepare possible reporting of health indicators, such as
students absenteeism, fever, or parents with COVID-19 (AEI)
Guidance for most effective and impactful use of federal and state
funding and flexibility (CCSSO)
Increased flexibility to procure education materials and resources (AEI)
Contingency planning for virus reemergence (CCSSO)
Robust communication and stakeholder engagement (CCSSO)
Establish options for a phased re-opening, such as beginning with
reduced hours or certain classes/grades to monitor impact on the
outbreak before full opening (AAP)
Plan for the possibility of additional periods of school closures and
prepare strategically for distance learning or other educational options
(AAP)
Schools should develop plans that even if they open, some parents may
decide to keep children at home (AEI)
Create plans to assess student needs upon reopening (AEI)
Explore extended days or years through remote learning, if needed
(AEI)
Strengthen professional development for distance learning (CCSSO)
Vulnerable people can resume interactions but should practice physical
distancing (WH)
Unrestricted staffing of worksites (WH)
If sick, employees must quarantine for 14 days (CDC)
Teachers and other school personnel should receive training on how to
talk to and support children during a pandemic and principles of
psychological first aid (AAP)

5

 or
For states and regions
with no evidence of a
rebound and that
satisfy the gating
criteria a third time
(WH)

STUDENTS/
LEARNING

●
●
●
●
●
●

●
●
●
●

FACILITIES/
OPERATIONS

●

●

●

○
○
○
○
○
○
○
●

●
●
●
●

Template for new configurations, blended learning, staged reopening
(CCSSO)
Strategies to mitigate learning loss (CCSSO)
Learning supports for most vulnerable (i.e.- at-risk) (CCSSO)
Strategies to provide high-quality instructional materials (CCSSO)
Remain open with distancing measures. Restrict attendance to those
from limited transmission areas, i.e. - other Phase 3 areas. (CDC)
Consider keeping classes together to include the same group of children
each day, and consider keeping the same child care providers with the
same group each day (CDC)
Smaller class size- 12-15 students (AFT)
Split scheduling- alternate days/times (AFT)
Monitor and limit access to visitors (AFT)
Sports and extracurricular often critical to SEL for students; determine
appropriate timelines for activities that can start (AEI)
Consider keeping communal use spaces closed, such as game rooms or
dining halls, if possible; if this is not possible, stagger use and disinfect
in between uses (CDC)
Adequate supplies to support healthy hygiene behaviors, including
soap, hand sanitizer with at least 60 percent alcohol, tissues, and notouch trash cans (CDC)
Protocols for the referral, tracing and isolation of students and staff
who are exhibiting COVID-19-related symptoms or with confirmed
diagnoses (AFT)
Hand-washing on entry to all schools, with soap and water or hand
sanitizer
Screening for symptoms in children and staff, including temperaturetaking if recommended by the CDC
An isolation room
Clear protocols for communicating with students, parents and staff who
have come into close/sustained contact with confirmed cases
Limiting access to the nurse’s office and a secondary area for other
student illnesses or injuries
An ability to transfer healthcare staff to sites with more cases
Communicating directly and immediately with parents and community
regarding cases
COVID-19 disproportionately affects people 65 and older and those with
underlying chronic health conditions. Reopening plans should consider
providing these workers with the option to deliver instruction remotely
while students are in the building. At-risk students should have a
similar option to learn remotely while their teachers and peers are in
school (AFT)
Modify transportation to allow different schedules (AFT)
Staggered lunch and meal times (AFT)
Space may require portable classrooms or additional space if schools
are overcrowded (AFT)
Follow CDC guidance for spacing/social distancing, staggered
scheduling, transportation/busing, eating areas and waiting areas pickup) (AAP)

6

 PROGRAM

●
●
●

●

●
●
●

●

●

●
●
●
○
○
○
○
○
○
○
●

BUDGET

●
●

Parent and Family engagement and supports (CCSSO)
Teach and reinforce washing hands and covering coughs/ sneezes(CDC)
Teach and reinforce use of cloth face coverings among all staff. Face
coverings are most essential when physical distancing is not possible.
Information provided to all staff on proper use, removal and washing of
cloth face coverings (CDC)
Allow minimal mixing between groups. Limit gatherings, events, and
extracurricular activities to those that can maintain social distancing,
support proper hand hygiene, and restrict attendance of those from
higher transmission areas (Phase 1 or 2 areas) (CDC)
Continue to space out seating to six feet apart, if possible (CDC)
Consider continuing to plate each child’s meal, to limit the use of shared
serving utensils (CDC)
Consider limiting nonessential visitors, volunteers, and activities
involving other groups. Restrict attendance of those from higher
transmission areas (Phase 1 or 2 areas) (CDC)
Consider staggering arrival and drop-off times or locations, or put in
place other protocols to limit direct contact with parents as much as
possible. Continue to stagger arrival and drop-off times and plan to
continue limiting direct contact with parents as much as possible (CDC)
Districts should consider providing up-to date education and training on
COVID-19 risk factors and protective behaviors for all staff, students and
parents (AFT)
Alternative plans for after-school programs, sports, recreation and
physical fitness. (AFT)
Professional development, small-group instruction, and all the other sel
and academic supports (AFT)
High Quality Instruction (AFT)
Blended in-person and distance learning models
Expanded access to technology and broadband
Professional development- content and SEL
Rethink student assessment
Performance evaluations (formal employee evaluations on hold)
Use data to guide instruction and not just for accountability
Teaching and learning- all student groups considered
Schools are encouraged to contact students who do not return to
school, as they may be experiencing school avoidance due to anxiety
related to the pandemic (AAP)
Determine best strategies to close digital divide and provide equitable
access to devices and internet (CCSSO)
Guidance for most effective and impactful use of federal and state
funding and flexibility (CCSSO)

Sources Used:
Phase 2: Restart and Recovery (Council of Chief State School Officers)
CDC Reopening Interim Guidance (as shared by CNN)
CDC Guidance for Cleaning and Disinfecting (reopening)
CARES Waiver Report to Congress
White House Reopening Guidance
Guidance on Preparing Workplaces for COVD-19 (OSHA) (not integrated below)
AFT Reopening Plan

7

 UNICEF Framework for Reopening Schools (not integrated below- worth an independent review)
Also suggests SIX dimensions for reopening: When select schools have been identified for reopening, six key dimensions
should be used to assess their states of readiness and inform planning:
●
Policy, financing, safe operations, learning, reaching the most marginalized and wellbeing/protection.
●
Policy considerations and financial requirements together create the enabling environment needed to support each of the other
dimensions.
American Enterprise Institute (AEI) A blueprint for Back to School (newly integrated)
American Academy of Pediatrics (newly integrated)
Maryland Together: Maryland’s Recovery Plan for Education (did not integrate- good reference model)
CDC guidelines for schools and child care programs (with decision tree)
AllTogether New Mexico- COVID Safe Practices for all Employers

INSTRUCTIONAL PLAN
APS created three instructional program models with two options each to begin the conversation
on what re-entry will look like for SY20-21. The models also have considerations for students with
Individualized Education Plans (IEPs), Native American communities, Refugees/Newcomers, and
English Learners. Other factors to consider include financial, logistical, transportation, health,
professional development (PD), and additional factors that directly impact the instructional plan.
Teams will be able to use the models to plan for re-entry in the categories of emotional recovery,
wellbeing; high-leverage learning, essential learning, academic entry, competency based learning,
and assessment; and distance learning, hybrid learning, and blended learning.

Program Models
Instructional Program Models
Level

Option A

Option B

Return to school as
usual with reasonable
precautions such as:




FULL CAPACITY



Hand washing
Stay home when
sick
Frequent touch
cleaning
Sanitize buses
daily










Return to school as
usual with extended

precautions such as:
Hand washing
Stay home when sick
Frequent touch
cleaning
Plexiglas guards at
reception
No contact recess and 
PE
Lunch in classrooms
No large events, sports
or groups larger than

35
Discourage bus use

Factors to
Consider
Financial:
Additional PPE &
cleaning
supplies for
schools and
departments with
student contact
Logistical:
Transportation:
Age of drivers
factor in staffing
Health:
PD:
Other:
Parents may not
feel safe send

8

 Considerations for IEP
students:

Students with
compromised health

Students unable to
understand “no touch”
concept (IGS, SCS)

Frequent cleaning of
manipulatives

Students requiring
hand over hand
assistance




Considerations to
ensure equity:
Some NA
communities may be
locked down.
ELs,
Refugee/Newcomers,
Homeless students
need additional
support.
Classes half full



HYBRID SETTING







Students attend
school 2 days/week
to get direct
instruction and get
assignments for
home.
ES- half students in
class attend M&W
other half attends
T&Th
F is teacher prep
MS-same as ES
HS- M is teacher
prep

Half students in class
attend T&W other
half attends Th&F

All social distancing
protocols followed
with masks
Considerations for IEP
students:

Students with
compromised health

Students unable to
understand “no touch”
concept (IGS, SCS)

Frequent cleaning of
manipulatives

Considerations for IEP
students:

Students with
compromised health

Students unable to
understand “no
touch” concept (IGS,
SCS)

Frequent cleaning of
manipulatives

Transportation
required per IEP

Students requiring
hand over hand
assistance




students back to
buildings

Considerations to
ensure equity:
Some NA
communities may be
locked down.
ELs,
Refugee/Newcomers,
Homeless students
need additional
support.

ES Students attend halfday


Students attend school
5 days for 2.5
hours/day

ES- half of students in
class attend 8:30-11,
other half attends 122:30

MS & HS- Students
alternate weeks on and
off with flipped
classroom model

Half of students attend
class on alternating
weeks to discuss and
engage in guided
practice. During off
week students
participate in distance
learning

Considerations for IEP
students:

Students with
compromised health

Students unable to
understand “no
touch” concept (IGS,
SCS)

Frequent cleaning of
manipulatives










Financial:
Additional PPE &
cleaning
supplies for
schools and
departments with
student contact
Logistical:
Small classroom
sizes limit
distancing
options
Students may
not have an
adult to provide
child-care or
facilitate
distance
learning.
Transportation:
Age of drivers
factor in staffing
Health:
PD:
Teachers will
require
additional PD
Other:
Long-term subs
Parents may not
feel safe send
students back to
buildings

9

 



Abbreviated week may
not meet IEP
requirements for
service
Students may not be
able to wear masks
Students requiring
hand over hand
assistance
Some students may
require homebound
services
Transportation required
per IEP






















LEARN AT HOME






Considerations to
ensure equity:
Student limited
access to technology
and Wi-Fi may create
the need for
alternative forms of
distance learning.
Digital learning
format for PK-2 may
not be
developmentally
appropriate.
Some NA
communities may be
locked down.
ELs,
Refugee/Newcomers,
Homeless students
need additional
support.
Synchronous online
learning through
teacher-designed
instruction
K-2- Teacher meets
online daily with groups
of 5 students for 30-40
minutes to deliver
direct instruction.
3-5 Teacher meets
online daily with groups
of 10-12 students for
60-90 minutes to
deliver direct
instruction
MS &HS Teacher
meets online with each
class for 30-40 minutes
Alternating days of odd
and even periods








Abbreviated week/
day may not meet
IEP requirements for
service
Students may not be
able to wear masks
Students requiring
hand over hand
assistance
Some students may
require homebound
services
Online instruction is
very difficult to modify
to meet needs of IEP
students
Transportation
required per IEP
Considerations to
ensure equity:
Student limited access
to technology and WiFi may create the need
for alternative forms of
distance learning.
Digital learning format
for PK-2 may not be
developmentally
appropriate.
Some NA communities
may be locked down.
ELs,
Refugee/Newcomers,
Homeless students
need additional
support.

Asynchronous online
learning through
teacher modified online
courses

ES & MS-Teachers
modify C&I created
course shells to create
courses that allow
students to work
independently.
Teachers grade and
return work with
detailed feedback and
meet online at least
twice/ week for
discussion

MS students with longterm subs use
Edgenuity courses

HS- Students utilize
Edgenuity courses





Financial:
Logistical:
Students may
not have an
adult to provide
child-care or
facilitate
distance
learning.
Transportation:
Health:
PD:
Teachers have
widely varying
experience and
comfort with
distance
education
Other:

10

 Considerations for IEP
students:

May not meet IEP
requirements for
service

Online instruction is
very difficult to modify
to meet needs of IEP
students

Difficult to conduct
IEPs

Considerations for IEP
students:

May not meet IEP
requirements for
service

Online instruction is
very difficult to modify
to meet needs of IEP
students

Difficult to conduct
IEPs

Considerations to
ensure equity:
Student limited access
to technology and WiFi may create the need
for alternative forms of
distance learning.
Digital learning format
for PK-2 may not be
developmentally
appropriate.

Considerations to
ensure equity:
Student limited access
to technology and WiFi may create the need
for alternative forms of
distance learning.
Digital learning format
for PK-2 may not be
developmentally
appropriate.













Difficult to
supervise
employees
Long-term subs

11