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Reentry Plan News

Posted: August 6, 2020

Timelines During Remote Learning

A memo from APS Interim Superintendent Scott Elder & ATF President Ellen Bernstein

Reopening timelines have changed over the past few weeks. A common understanding about reopening schools in the remote mode has become increasingly important. It is our hope that the following information will be helpful to all principals and all school staff as we move forward together during this unprecedented time in APS history.  

As a reminder, all staff can work from home during the remote learning model. Let your administrator know by filling out the notification form.  

August 5-12

  • Help with student registration. Staff should be assigned in shifts that interfere with other obligations for no more than half a day.
  • Staff orientation: No more than half a day 
  • Site-directed professional development (site-directed professional development planning should connect with the Teacher Leader Facilitators. The TLF is an instructional leader who collaborates with the instructional council and administration to provide support for the professional development needs at the school level in conjunction with school goals and individual adult learning needs.)  
  • District-directed professional development: One full day on Monday, August 10
  • Make plans and prepare for remote learning.
  • Preparation time: One full day (this is the employee's time to do what they feel like they need to do to prepare, i.e., employees cannot be mandated to work in their classrooms at the school site).

August 12- 21 

  • Create virtual home visits in order to establish a relationship with students and their guardians/parents. In Middle School and High School, virtual home visits will be conducted through advisories.
  • Assess what supports the students/families need in order to successfully engage in online learning.
  • Distribute technology and help to establish in-home broadband hot spots for all families and staff.
  • Develop additional expertise in online learning.
  • Collaborate with peers to develop engaging age-appropriate online learning lesson plans.
  • Coordinate with fellow educators who share students in the same family to establish workable schedules for online learning.
  • Work with site administrators to ensure that during the hybrid model all students have an appropriate schedule that takes into consideration the complexity of High School and Middle School course needs and that purposefully includes an advisory period that supports each student's social emotional learning.
  • Work with administration and community partners to assess the day-care needs of every family.
  • Begin to rearrange classrooms or workspaces to ensure social distancing is possible.
  • Develop school-based plans for serving lunches, accessing specials, etc.
  • Distribution and storage of technology and appropriate PPE for all staff and every student.
  • Develop plans for checking in with students during online learning who haven't't participated, and later in the hybrid model, with students who are on the off week.

Start Remote Classes   

  • After all virtual home visits are complete, schedules are ready, and technology has been distributed.

Instructional Time 

The NM PED has issued guidance about instructional hours in the remote setting.

PED Guidance 

Instructional hours are not waived, but instruction is very flexible with the understanding that students cannot, and should not, be on screen for 5-6 hours a day. The PED guidance states that remote learning hours shall include school-directed programs. 

School-directed programs include the following suggestions -- this list is not intended to be exclusive or exhaustive: 

  • One-to-one check-ins between teachers and students (for example, office hours)
  • Targeted intervention, remediation, and tutoring
  • Remote learning activities (with or without technology) such as the following examples:
  • Online learning (synchronous or asynchronous)
  • Reading assignments
  • Writing assignments
  • Math problems
  • Lab reports
  • Research Projects
  • Paper-based assignments and packets or other independent work
  • Project-based learning and place-based learning 

Remote learning can include students working on assignments, reading, teacher office hours, synchronous and asynchronous online time, etc. We encourage Google Meets time be used thoughtfully to minimize burn out of students and teachers. For example, High School classes could plan enough work for 45 minutes a day, or about 4.5 hours a week, of all work (reading, assignments, meetings, etc.) and then perhaps limit the synchronous Google Meets time to, for example, two twenty-minute meets per class.

The virtual High School schedule could be modeled after the hybrid schedule, so it creates some normalcy when we shift to that model. Monday could be everyone work independently and have some office hours and appointment time. Then, 1,2,4,6 meet Tuesday/Thursday for 20 minutes each and then 3,5,7, Advisory meet Wednesday/Friday for twenty minutes each. 

Tags: Reentry