JUNE 20, 2020

NEW MEXICO PUBLIC

E D U C AT I O N D E PA R T M E N T

Reentry Guidance
Considerations & Recommendations
for New Mexico’s Schools
The New Mexico Public Education Department is providing the following
guidance to support the state’s districts, charter schools and communities in
determining their plans and strategies for reopening schools in 2020–2021.
Our approach is built upon the guidance and recommendations of the New
Mexico School Reentry Task Force, New Mexico Medical Advisory Team,
Centers for Disease Control (CDC), and other research. It is strongly aligned
to the reopening guidelines that have been provided by our state and federal
leaders. It is designed to help districts and charter schools prioritize the
health and safety of students and educators as they open school buildings
and deliver instruction.
CONTENTS
Guidance in this report is subject to change given developments and
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
recommendations from federal and state entities. Please visit the websites
Phased Approach to Reentry . . . . . . . . . . . . . . . . . . . . . . . . . . 4
for the CDC, State of New Mexico and New Mexico Department of Health
Guiding Principles & Requirements for Reentry . . . 5
for updates.
Using Data to Drive Decisions . . . . . . . . . . . . . . . . . . . . . . . . . 6
Social Emotional Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
COVID-19 Safe Operating Categories . . . . . . . . . . . . . . . . 9
Addressing Community Spread in K–12 Schools. . 10
AT L E A S T 6 F E E T Practicing Prevention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Protecting High Risk Populations. . . . . . . . . . . . . . . . . . . . 12
Transporting Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Entering School Buildings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Serving Meals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Transitioning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Group Gatherings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Supporting Teaching & Learning. . . . . . . . . . . . . . . . . . . . . 18
Supporting At-Risk Students . . . . . . . . . . . . . . . . . . . . . . . . 20
When a Child, Staff Member,
or Visitor Becomes Sick at School. . . . . . . . . . . . . . . . 21
Partnership & Tribal Collaboration. . . . . . . . . . . . . . . . . . 22
Staffing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Introduction
WE FACE A PUBLIC HEALTH CRISIS that has As we move toward the events, traditions, and ways of being that
fundamentally changed our lives and our welcoming our students back we have often taken for granted. This will not be
communities in unprecedented ways. For many easy, but it will be worth it. While this year will
to our campuses, it is critical
New Mexican students, educators, and families, undoubtedly look and feel different than any
that all educators, family
the start of the 2020–2021 school year is marked that has come before, the brilliance, curiosity
by profound uncertainty and a sense of loss
members, and community and resilience of our children will serve as
brought about by the COVID-19 pandemic. Despite members recognize that beacons of hope amid ongoing turbulence.
the fear and hardship the virus has caused, New the need for prudent and
To our indomitable and amazing educators,
Mexicans from all walks of life and all areas of the proactive measures to prevent thank you for all that you have done and
state have come together in amazing ways and the spread of the virus will continue to do in service of our students. To
through noteworthy sacrifice to contain the spread become more important— our critical school staff—including food service
of the virus in our state to an incredible degree.
not less—in order to keep our workers, bus drivers and bus attendants,
This collective effort has “flattened the curve” to
students and communities custodians, counselors, therapists, nurses, social
the point where we can engage in the process of
healthy and safe. workers, secretaries, educational assistants, and
reentering our school buildings.
so many others—welcoming our students back
As we move toward welcoming our students back to our to campus would not be possible without your daily contributions
campuses, it is critical that all educators, family members, and to ensuring their safety, health, and wellbeing. To our parents,
community members recognize that the need for prudent caregivers, and families—our commitment to you is that we will do
and proactive measures to prevent the spread of the virus will everything in our power to ensure that your students have a safe,
become more important—not less—to keep our students and welcoming, and inspiring school experience.
communities healthy and safe. It is impossible to avoid all risks of
When we look back at the 2020–2021 school year, we will remember
virus transmission in the return to school, but we have the power
this as year zero of the new normal that we created together. May
to greatly minimize the potential for illness if we commit to taking
we continue to learn, innovate and support one another as we
reasonable precautions to contain the virus. This commitment
boldly forge our path forward. We’re all in this together.
requires steadfast leadership, hard decisions, adaptability and
a willingness to challenge notions about how schools function. Ryan Stewart, Ed.L.D.
Reopening schools will require temporary sacrifices of some of Secretary of Education, State of New Mexico

3
Phased Approach to Reentry
New Mexico will take a phased approach to reentering schools.
Beginning August 3, all schools in the state will be able to start the
school year utilizing a hybrid model of instruction (see Categories of
COVID-19 Spread and Supporting Teaching and Learning Guidance).
Under a hybrid model, the number of students present in the building at any
given time will be limited in order to ensure that six feet of social distancing can
be maintained at all times. Students will alternate between in-person instruction
at the school building and online instruction when at home. More details on the
guidelines for this model of instruction are found throughout this document.

The state’s goal is to move all schools into a full school schedule as soon as
it can be safely accomplished. This phased approach to reentry is a prudent
and responsible process for the following reasons:
• The phased approach allows the state to analyze the impact of a controlled
reentry before moving into a full-scale implementation. This will help ensure
that the epidemiological assumptions about how schools impact virus
transmission can be thoroughly tested before full reentry.
• Schools will likely need to implement hybrid or remote models at some point
in the year. The phased approach allows for preparation and practice in the
implementation of this model at the beginning of the year so that schools
and communities are ready for this eventuality later in the year
• The phased approach balances the legitimate concerns of families who
expressed nervousness about returning full-scale right away with those who
are rightly eager to return to a full school schedule.

The state will assess the impact of school reentry on the rate of spread of the
virus statewide in each of the 5 regions. When overall state data indicate that it is
safe to move forward to a full school schedule, the regions will be able to do so.
Our preference is to move together as a state; if statewide data supports general
advancement to Full Reentry, but an individual region’s data suggests that its
opening would be unsafe, that region may be held back until numbers improve.

4
 Requirements for Reentry
GUIDING NMPED’s Reentry Guidance provides considerations, recommendations,
PRINCIPLES and best practices to encourage a safe and successful school year.
Reentry Guidance is rooted The following are important minimum requirements for all reentry.
in the following principles: The eight minimum requirements for reentry are:
• Prioritize the health and 1 To begin, all districts and schools across the state will be able to
safety of our students, operate strictly according to hybrid guidelines. The Department of
staff, and communities Health and Medical Advisory Team will regularly assess rates of
• Maximize the amount the spread of COVID-19. Districts and schools will then follow the
of safe, in-person appropriate guidelines based on the designated safe reentry category.
learning opportunities 2 Schools must participate in a surveillance and rapid response testing
• Make decisions based program for all staff.
on science and data 3 Schools must adhere to the social distancing requirements of their
designated category.
4 Schools should avoid large group gatherings.
5 Face coverings are required for all students and staff except while eating,
drinking and exercising, with limited exceptions for students or staff who
have medical reasons for not being able to wear a mask or face shield.
6 All staff must be screened on a daily basis, including a temperature
check and review of potential symptoms. All sites must work with state
and local health officials to have a plan for contact tracing. While not
required, this is also recommended for students.
7 For transportation, all staff and students must wear face shields or
masks. In addition:
a. A maximum of two students may sit together on a bus seat.
b. Schools in the yellow category should take all reasonable steps
to limit bus seats to one student to the best of their ability.
8 Meals must be provided to students during in-person instruction
and remote learning.

5
Using Data to
Drive Decisions
In partnership with Los Alamos National Laboratory (LANL), the DEFINITIONS
state is using the most up-to-date epidemiological models to assess
current virus threat level. FACE COV E R I NG S
The requirement to wear a mask
A phased entry approach will allow the state to collect and analyze or face shield except while eating,
data on the impact of a controlled start on the spread of the virus. drinking, and exercising could
This information will be essential to ensure that the state is able change as additional data emerge
to move toward the goal of returning all children to a full school or as the threat of the virus
schedule as soon as it can be safely accomplished. recedes. Information should be provided to
In addition, the phased entry approach will enable New Mexico to staff, students, and families on proper use,
use the latest and best data on the impact of reopening in nearby removal, and washing of face coverings.
states, as well as to base decisions on emerging, peer-reviewed CDC Guidance
research on virus transmission rates in children.
NMDOH Guidance for Children & Youth

H AND SANI TI Z E R
Hand sanitizers should contain
at least 60% alcohol and should
only be used with staff and older
children who can safely use hand
sanitizer. Hand soap should be used
for younger children.
CDC Hand Hygiene Recommendations

CL E AN/D I S I NF E CT
Ensure safe and correct
application of disinfectants and
keep out of reach of children.
CDC Guidance for
Cleaning & Disinfecting

6
Social Emotional Learning
The Public Education Department District/School Considerations:
prioritizes the safety and
Cultural Relevance
social emotional wellbeing of
• Honor identity and cultural nuances by
ALL students, staff, and families communicating in multiple, appropriate languages.
of New Mexico. • Include curricula that teaches students about
In order to engage in rigorous academics diversity and antiracism.
and reenter school with new protocols, social
emotional wellness, behavioral health, and Relationships
culturally responsive trauma-informed care • Create and maintain healthy, caring relationships
among and between students and staff by creating
need to be front and center and embedded
a sense of belonging and connection.
across all of our work. When both students
and staff are physically and psychologically • Have teachers, educators, and other school staff
set up video calls with students and families during
safe, they are able to engage in formal,
remote learning to conduct interviews and/or do
rigorous teaching and learning. regular check-ins, as well as email students
and families.
• Offer opportunities for students to share and
process their emotions.
• Support students and staff in adapting to a new
normal and in understanding change in traditional
school structures.

7
Real-time Support SOCIAL EMOTIONAL
• Recognize and attend to trauma and grief. LEARNING RESOURCES:
• Build infrastructure that allows for screening, care, and • School Reentry Considerations: Supporting
connectivity with wraparound services or partners. Student Social and Emotional Learning
• Establish robust, site-based behavioral health support and Mental and Behavioral Health Amidst
systems and frameworks for check-ins that focus on COVID-19 from the National Association of
building healthy coping skills. School Psychologists
• Create systems to monitor students, staff and families • Social Emotional Learning Guidance
in order to support those who are struggling. to Reopen and Renew your School
Community from CASEL
Remote Learning Integration • Planning for Transitioning Back to School
• Focus on the sequence and flow of the remote learning from the Center for Mental Health in Schools
content, incorporating pauses and allowing time for at UCLA
students to gather their thoughts and share out. • Building Positive Conditions for Learning
• Use social emotional programs, groups, and individualized at Home from the American Institute of
supports developed in the “brick and mortar” setting to Research
engage students and connect them to tools and resources • Resources for Supporting Children During
for remote learning. Crisis from Turnaround for Children
• Adopt social emotional learning curriculum that is • Trauma-Informed School Strategies from
comprehensive and embedded across instruction, whether the National Child Traumatic Stress Network
in-person instruction, hybrid scenarios or in remote settings.
• Culturally Sensitive Trauma-Informed Care
• Provide consistency in daily routines to reduce from the Health Care Toolbox
stress and promote positive learning conditions.
• Strategies for Trauma-Informed Distance
Learning from WestEd
• Supporting Mindfulness in Learning from
WestEd
• Supporting Families with PBIS at Home
from the Center on Positive Behavior
Intervention
• School Counseling During COVID-19 from
the American School Counselor Association
• Resources to Support Social Emotional
Learning from the Comprehensive Center
Network

8
 COVID-19 Safe Operating Categories
Each school district and charter school shall follow guidelines for reentry based on the public health conditions.

R E M OT E H YBRID FU LL R EEN TRY

• Students engage in • The number of students in the • All students eligible to

remote learning. building at any time is capped
GUI DELI NES

return five days per week.

R EENT RY

• Limited small groups by the number that can be

(special education, some accommodated while adhering to
K–3 students) eligible for at least six feet of social distancing
in-person instruction or 50% classroom capacity level.
if feasible. • Students not in the building
engage in remote learning.

RE MOT E L E A R N ING HYBRI D LEARNI NG T RA D I T I O N A L LEA RN I N G

W I T H EN H A N C ED
Districts and schools should use Combination of some in-person
PREV EN TAT I V E MEAS U RES
CARES Act money or other funds days and some online days
IN STRUCTION A L

to ensure that each student has (see Supporting Teaching and All students are eligible to return
a digital device and support for Learning for examples). to the building. Social distancing
M ODE L

connectivity in the home in order is practiced to the greatest extent

Traditional learning can occur
to be able to provide a robust online possible. Preventative measures,
if six foot social distancing is
learning program in the event of a including masks and temperature
strictly adhered to.
closure. See Supporting Teaching screenings, are recommended.
and Learning for more guidance. Group activities are minimized.

9
 Addressing Community Spread in K–12 Schools
RE M OT E H YBRID FU LL R EEN TRY

• Implement distance/remote learning • Operate with at least six feet of social distancing at • Practice social distancing to the greatest
(see Serving Meals and Supporting Teaching all times (see Transitioning, Group Gatherings, and extent possible.
and Learning). Supporting Teaching and Learning). • Establish and maintain communication
• Teachers may enter the building to • Establish and maintain communication with local and with local and state DOH health officials.
conduct remote learning if they practice state DOH health officials. • Participate in contact tracing efforts and
social distancing. • Participate in contact tracing efforts and specimen specimen collection efforts as directed by
• If feasible, school buildings can remain collection efforts as directed by local health officials. local health officials.
open for a limited set of students and staff • Post signage in classrooms, hallways, and entrances to • Post signage in classrooms, hallways, and
in order to continue in-person educational communicate how to stop the spread of COVID-19. entrances to communicate how to stop the
services for students in PreK–3rd grade and spread of COVID-19.
• Screen all students for COVID-19 symptoms to the
students with special needs at a maximum • Establish a protocol for students/staff who
greatest extent feasible. Consider temperature
5:1 student to teacher ratio. feel ill/experience symptoms when they
screenings or daily health check questionnaires for
• Establish and maintain communication with students and staff if feasible. come to school (see When a Child, Staff
local and state Department of Health Member, or Visitor Becomes Sick at School).
• Educate parents to be on the alert for signs of illness in
(DOH) officials. • Consider ways to accommodate needs
their children and to keep the children home when they
• Participate in contact tracing efforts and are sick. of children, teachers/staff, and families at
specimen collection efforts as directed by higher risk for severe illness (see Protecting
• Establish a protocol for students/staff who feel ill/
state and local health officials. High Risk Populations).
experience symptoms when they come to school
• Close off affected areas and if possible, wait (see When a Child, Staff Member, or Visitor Becomes
24 hours before cleaning and disinfecting. Sick at School).
For additional guidance on addressing • Isolate and deep clean impacted classrooms
community spread, see the CDC’s and spaces.
Considerations for Schools. • Consider ways to accommodate needs of children,
teachers/staff, and families at higher risk for severe
illness (see Protecting High Risk Populations and
Supporting At-Risk Students: English Learners,
Students who are Economically Disadvantaged,
Native American Students, Students with Disabilities,
Highly Mobile Students).
CDC Guidance:
• Interim Guidance for Administrators of US K–12 Schools
• Potential Methods for Screening of Children
• Potential Methods for Screening of Employees

10
 PRACTICING PREVENTION GUIDANCE

R E M OT E H YBRID FU LL R EEN TRY

District/School Considerations: District/School Considerations:

• Use social media and other • Teach and reinforce good hygiene measures such as handwashing, covering coughs, and appropriate
communications to inform parents, use of face coverings.
students, and staff about COVID-19 • Provide hand soap and hand sanitizer with at least 60% alcohol, paper towels, and no-touch trash cans
symptoms, preventative measures, in all bathrooms, classrooms, and frequently trafficked areas.
good hygiene, and school/district
• Post signage in classrooms, hallways, and entrances to communicate how to stop the spread of COVID-19.
specific protocols.
• Clean/disinfect frequently touched surfaces at least daily and frequently shared objects after each use.
• Encourage COVID-19 testing.
• Provide face masks or face shields and other appropriate personal protective equipment (PPE) to staff.
CDC Guidance: Require the wearing of a face covering for all staff and students, except when there is a valid medical reason.
• How to Protect Yourself and Others • Allow students and staff to bring hand sanitizer and face masks/coverings to use from home.
• COVID-19 Symptoms
• Take steps to ensure all water systems and features, such as water fountains, are safe.
• Talking with Children about COVID-19
• To the extent possible, turn off water fountains and provide bottled water or allow students and
• COVID-19 Self-Checker staff to bring water bottles from home.
State of New Mexico Guidance: • Ensure ventilation systems operate properly and increase circulation of outdoor air as much as
• NM Department of Health (NMDOH) possible, as long as this does not pose a safety or health risk to students or staff.
• NM COVID-19 Screening and • Conduct deep cleaning of schools prior to students/staff returning; schedule additional cleanings
Testing Sites during weekends and school holidays/breaks.
Resources: CDC Guidance:
• Emergency Supply Sourcing and • Reopening Guidance for Cleaning and Disinfecting Schools
Manufacturing • Guidance for Reopening Buildings After Prolonged Shutdown
• Children and COVID FAQs
EPA Guidance:
New Mexico’s COVID-19 Hotline • Disinfecting, Cleaning, and Addressing Water Quality Challenges Related to COVID-19
• Call: 1-855-600-3453
Non-Health Related COVID-19 Questions
• Call: 1-833-551-0518
New Mexico’s Crisis and Access Line
• Call: 1-855-662-7474
New Mexico’s Department
of Workforce Solutions
• Information for Workers Affected
by COVID-19
• General contact information

11
 PROTECTING HIGH RISK POPULATIONS GUIDANCE 1

RE M OT E H YBRID FU LL R EEN TRY

District/School Considerations: District/School Considerations: District/School Considerations:

• Consider how to best support • When possible, employ additional Implement standard operating procedures while taking preventative
students, families, teachers nurses, health care aides, and full-time measures, such as:
and staff. substitute employees. • Establish a point-of-contact with the local health department.
Resources: • Survey high risk staff members to • Identify local COVID-19 testing sites.
gauge their intentions in returning to
• What to Do When Scared Workers • Provide hand sanitizer for students and staff.
work while maintaining confidentiality
Don’t Report to Work Due to consistent with the Americans with • Allow high risk students to complete their coursework virtually.
COVID-19 Disabilities Act (ADA) and other • Establish a process for regular check-ins with high risk students
• Where can I find government applicable federal and state and staff.
and other reliable resources for privacy laws. • Allow an early transition for high risk students to go to classes.
workplace issues related to the • Survey families with high risk children • Avoid large group gatherings/interactions.
coronavirus? to gauge their intentions in returning
• Role of school nurses, providing to a traditional school setting,
care, and participating in return when available, while maintaining 1
As defined by CDC guidelines
to school planning (National confidentiality consistent with the
Association for School Nurses) ADA and other applicable federal
and state privacy laws.
• Provide remote/distance learning
opportunities for high risk teacher
and student populations in
consultation with parents and
public health officials.
• Consult with local board attorneys
and district human resources officials
to offer special accommodations
(such as an alternative teaching
assignment) for personnel who are
members of high risk populations.
• Adhere to FERPA and HIPPA
requirements.
• Adhere to state and federal
employment law and extended leave
allowances.
• See the section on Staffing for further
guidance on supporting high risk staff.

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 TRANSPORTING STUDENTS GUIDANCE

R E M OT E H YBRID FU LL R EEN TRY

While school buildings are closed, buses District/School Considerations:

should be used to deliver meals to students • While transporting students to and from schools, require students to sit in spaced
and families. and assigned seating according to the following:
District/School Considerations: – A maximum of two students may sit together on a bus seat.
• If feasible, transport students with disabilities – Schools in the yellow category should take all reasonable steps to limit bus seats
and PreK–3rd grade students who still may be to one student to the best of their ability, including encouraging parents to drive
attending on a limited basis. their children if possible, staggering bus routes, and expanding the minimum
• Reduce contact by delivering a week’s radius of eligibility for bus services.
worth of meals during a designated time • Assign bus attendants or other additional staff to support with safety and screening
(ex: delivering a week’s worth of meals of students to the extent possible.
every Monday).2 • Provide hand sanitizer for students, bus drivers and bus attendants.
• Install Wireless Access Points (WAPs) or • Provide face masks or face shields for bus drivers and bus attendants.
Hotspots on school buses to provide internet
• Require bus drivers, bus attendants, and students to wear face masks or face shields.
in rural and remote areas for students and
families during extended closures. • Screen students, bus drivers and bus attendants for symptoms of illness.
Conducting temperature checks on students before they get on the bus
is recommended but not required.
2
Subject to future USDA meal waiver approval • Eliminate field trips and non-essential travel except travel conducted under
NMAA guidelines for sports and extra-curricular activities.
• Clean and disinfect frequently touched surfaces on the bus at least daily.
It is suggested to install plastic wrap/membrane on high touch surfaces such
as handrails that will be changed daily.
• Establish protocols for bus stops and loading/unloading students to minimize
congregation of children from different households.
• Air out buses when not in use.
• Restrict group transportation including carpooling
CDC Guidance:
• What Bus Operators Need to Know

13
 ENTERING SCHOOL BUILDING GUIDANCE 3

RE MOT E H YBRID FU LL R EEN TRY

While school buildings are District/School Considerations:

closed, districts/schools should • Face coverings are required for all students and staff except while eating, drinking and exercising
require only that staff performing (including exercising during recess), with limited exceptions for students or staff that have medical reasons
essential services such as food for not being able to wear a mask or face shield.
service preparation and delivery, • All staff must be screened on a daily basis before entering buildings, including a temperature check
cleaning, and sanitation report in- and review of potential symptoms.
person to carry out functions that
– Isolate and send home if internal temperature over 100.4°F (38°C).
are absolutely necessary.
– Consider safety and privacy concerns (confidentiality should
District/School Considerations: be maintained).
• If feasible, school buildings can • All districts/schools must work with state and local health officials
remain open for a limited set of to have a plan for contact tracing.
students and staff in order to
• Screen all students to the extent practicable:
continue in-person educational
services for students in grades – Take temperatures ideally before entering buildings.
PreK–3 and students with special – Isolate and send home if internal temperature over 100.4°F (38°C).
needs at a maximum 5:1 student – Consider safety and privacy concerns (confidentiality should
to teacher ratio. be maintained).
• District/school leaders must • Restrict nonessential visitors and volunteers.
remain vigilant and purposeful • Establish a protocol for essential visitors: calling front office before entering,
as they determine roles, screening visitors, requiring use of face coverings/masks, etc.
responsibilities, and reporting
• Avoid large group gatherings.
requirements for staff, refraining
from blanket reporting • Mark spaced lines to enter the building and designate entrance and exit flow paths.
requirements. • Establish a protocol for student pickup/drop-off, such as staggered entry and release
• District/school leaders should (by grade, class, or bus numbers) with marked spacing for pickup.
leverage virtual tools and • Post signage in classrooms, hallways, and entrances to communicate how to stop
platforms wherever possible to the spread of COVID-19.
conduct essential business and • Establish a protocol for students/staff who feel ill/experience symptoms when they
keep in-person reporting to an come to school (see When a Child, Staff Member, or Visitor Becomes Sick at School).
absolute minimum during Resources:
school closures.
• COVID-19 Screening Checklist for Visitors from the American Health Care Association
• Coronavirus Warning Poster for Entrances from the Society for Human Resources Management (SHRM)

3
School Calendars: Local school districts have authority over school calendars—meaning they have full authority to set start and end dates, holidays/breaks,
and school hours, provided instructional requirements are met and provided that the in-person start date occurs after August 3rd per the guidance in this document.
14
 SERVING MEALS GUIDANCE

RE MOT E H YBRID FU LL R EEN TRY

District/School Requirements: District/School Requirements:

• Establish food distribution sites • Provide meals to students per remote guidelines for those students
both at district buildings and at who are doing remote learning on any given day.
particular bus stops/routes, to the
District/School Considerations:
greatest extent practicable.
• Use disposable plates, utensils, etc.
• Practice established social
distancing protocols to the If serving meals in cafeteria:
greatest extent practicable. – Mark spaced lines to enter the cafeteria and serving lines; designate entrances and exit flow paths.
• Provide PPE to participating staff. – Schedule longer meal periods for more staggered meal delivery.
District/School Considerations: – Maximize social distancing to space seating and utilize outdoor seating as practicable and appropriate.
• Reduce contact by delivering a – Conduct cleaning of cafeterias and high-touch surfaces throughout the school day.
week’s worth of meals during a If serving meals in classrooms:
designated time (ex: delivering – Consider pre-packaged boxes or bags for each student instead of traditional serving lines.
a week’s worth of meals every
– Avoid sharing of foods and utensils.
Monday).4
• Distribute supplemental
instructional materials and printed
district/school communications
along with meals.
NMPED Guidance:
• Employee Safety Guidance for
School Nutrition Programs

4
Subject to future USDA meal waiver approval

15
 TRANSITIONING GUIDANCE

RE MOT E H YBRID FU LL R EEN TRY

School buildings are closed. District/School Considerations:

• If small groups are meeting, • Limit mixing between groups to the greatest extent practicable.
keep cohorts together and • For class changes and other transitions throughout the school day:
minimize transitions.
– Provide additional time for transitions.
– Designate areas of the hallway (i.e. lanes) as flow paths to keep students
separated and to minimize congregation of students.
– Plan staggered class changes (ex: by hall, odd/even room numbers, grade/
discipline) to decrease number of students in hallways at one time.
– Have the same group of students stay with the same staff (all day for young
children and as much as feasible for older children).
– When self-contained classrooms are not feasible, consider having teachers
rotate classrooms rather than students to minimize movement.

16
 GROUP GATHERINGS GUIDANCE

R E MOT E H YBRID FU LL R EEN TRY

School buildings are closed. District/School Considerations:

• Abide by the maximum number • Avoid large group gatherings. Abide by the maximum number of people allowed to
of people allowed to congregate congregate as defined by the current statewide public health orders applicable to your area.
as defined by the current • Discourage the congregation of students in parking lots and common areas.
statewide public health orders. • Stagger the schedule for group gatherings (i.e. recess and school meals).
• Identify and utilize large spaces (i.e. gymnasiums, auditoriums, outside spaces—as weather
permits) for social distancing.
• Work with local officials and partners to identify other community spaces (e.g. rec centers,
libraries, unused municipal office spaces, or conferences rooms, churches) in which classes
can be convened with maximum social distancing.
• Follow the current NMAA guidelines for extracurricular activities and similar congregate
events to the greatest extent possible.
• Have all coaches and student athletes tested for COVID-19 before the competitive season
to the extent possible.
• Where possible, hold professional development sessions and staff meetings virtually
or in small groups with maximum social distancing.

17
 SUPPORTING TEACHING & LEARNING GUIDANCE

RE MOT E H Y BRID FULL RE ENTRY

Regardless of Category, all Districts and Charter Schools should work

to establish an academic baseline:
• In teams, determine what information staff is most interested in gleaning regarding
student skills at the start of the year.
• Determine appropriate formative assessments (local and/or PED provided)
to make strategic instructional choices on what content or skills to prioritize.
PED Suggests:
• ISIP (K–2 Math; K-3 ELA/SLA)
• ISIP (3–8 math & ELA Formative Item Sets math/ELA/science)
• iMSSA (3–8 Interims: BOY math & ELA)
• SAT Khan Academy & SAT Educator SSQB (High School Math and ELA).
• Conduct meetings with teachers to identify where students are academically.
• Use ongoing progress monitoring tools (e.g., formative strategies, High Quality Instructional
Material resources, interim assessments) to inform curricular decision making in the
classroom. PED guidance and tools are forthcoming and will be posted on the website.
Maintain High Expectations for all Students:
• Address skill deficits in context of current-grade level work.
• Identify priority standards to accelerate student learning.
• Use High Quality, Evidence-based Instructional Materials
• Use Culturally Responsive Instructional Practices
• Guidance from PED on academics including identifying priority standards,
continuing grading, and maintaining stronger instructional hours in remote
learning given improved systems and experience is forthcoming.

18
 SUPPORTING TEACHING & LEARNING GUIDANCE (CONTINUED)

R E MOT E H YBRID FU LL R EEN TRY

• Implement contingency Survey families to gauge which students may want to conduct their Target Interventions and Supports:
plan for remote learning schooling remotely in full or in part for the 2020–2021 school year. • Provide additional instructional supports to:
that encompasses online Traditional Instructional Model: – Students at risk of not graduating on time.
instruction, distance learning,
• Schools can deliver traditional instruction by implementing the – Students with disabilities (compensatory
and/or printed material that recommendations outlined in this guidance only if at least six feet
is distributed as instructional services).
of social distancing can be maintained.
packets, materials or kits. – Students who struggled in the prior
• Remove unused desks and furniture in classrooms; maximize distance/remote learning environment
• For families with limited at social distancing.
home connections, consider (i.e. early grades, English Learners, etc.).
internet accessible areas to Hybrid Instructional Models: – Other students identified as being behind
download information and • Local considerations of hybrid model implementation may need to include: academically by teachers and parents.
assignments (e.g., school – Additional logistical requirements/costs, • Identify concepts/skills grade levels and
parking lot). – Day care requirements placed on working families, and provide access to enrichment (fine arts,
Resources: – Prioritize students with disabilities, who are at-risk, or music, world language, CTE, computer
PreK–3rd grade. Design staffing models around this prioritization. science, AP/IB, dual enrollment, physical
• New Mexico Broadband Map
• Ensure that students in bilingual programs continue to receive education/play, STEM/STEAM, etc.)
• Digital Learning Plan template
(MDE) high-quality instruction in both languages. Extended Learning Opportunities:
• Educator’s Guide to Safe and • Consider leveraging Webex or other broadcasting so that on • Provide extended learning opportunities
Effective Video Conferencing remote days, students might continue to participate with their through before/after school programs,
(Education Week) peers who are in the building. Saturday school, etc.
• Guidance on Culturally Possible Hybrid Schedules to Consider: • Prepare for potential future distance/
Responsive-Sustaining • A/B schedules. remote learning by increasing current
Remote Education (NYU) – Alternating Days: Group A Students—Monday/Tuesday and blended learning.
• UNESCO Distance Learning Group B Students—Thursday/Friday. Wednesday is remote/distance • Develop a digital learning plan to integrate
Solutions learning for all students, professional learning for staff, and a day to virtual learning practices.
• Standards for Quality clean the building. Use certification flexibility to relocate teachers – Digitize lessons.
Online Teaching (NSQ) as needed and allowable. – Require a certain number of online
– Alternating Weeks: Group A Students—Week One and Group B assignments for each grading period.
Professional Learning Students—Week Two; using certification flexibility to relocate
for Teachers: – Provide virtual learning-specific
teachers as needed and allowable. professional learning for educators.
• Guide to Teaching • Targeted distance/remote learning. – What a Simple Daily Routine schedule
Online Courses (NEA)
– Prioritize in-person learning for elementary students by might look like for remote teaching
• Supporting Students with spreading them out across all school buildings. Have
Disabilities in K-12 Online secondary students engage in remote learning. Resources:
and Blended Learning • Return to School Roadmap School
• Schools shall have cohorts attend on consecutive days rather
(Michigan Virtual) Operations
than morning/afternoon or every other day configurations in order
to limit group mixing and maximize cleaning between groups. • Return to School Roadmap Instruction

19
 SUPPORTING AT-RISK STUDENTS GUIDANCE
ENGLISH LEARNERS, STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED,
NATIVE AMERICAN STUDENTS, STUDENTS WITH DISABILITIES, HIGHLY MOBILE STUDENTS
RE MOT E H YBRID FU LL R EEN TRY

• Develop learning opportunities • Develop learning opportunities that are • Consider all the regular aspects of schooling, such as designated
that are culturally and linguistically culturally and linguistically relevant. ELD time and maintenance of effort for special education students.
relevant. • Prioritize scheduling for ELs, Native • Develop learning opportunities that are culturally and linguistically
• Record online instruction so that American Students and Students relevant.
students can rewatch. with Disabilities. • Identify and implement relevant formative assessments that may
• Implement small group instruction
• Consider Native American Tribes, be specific to at-risk students groups to accelerate student learning.
in order to meet students’ individual
learning needs. Pueblos, Nations, and urban Native • Implement small group instruction in order to meet students’
American organizations’ reopening individual learning needs.
• Identify and implement relevant
formative assessments that may be plans, which may differ from state of • Provide high-quality academic language instruction throughout the
specific to at-risk student groups to NM and NMPED guidance. day; ELD instruction should continue to be appropriate to the grade
accelerate student learning. For hybrid learning, consider level and the English language proficiency level of the students
• Ensure synchronous remote learning everything in “substantial spread” plus: (ELD Instructional Framework).
that includes explicit language • When scheduling, consider length of
practice for English Learners (ELs).
commute time some rural students
• Provide support at the word, have (e.g., full days may be better than
sentence and discourse levels.
half days when distance is an issue).
• ELD instruction should continue to
be appropriate to the grade level • Have extra PPE on hand for students
and the English language proficiency who cannot afford to bring their own
level of the students. face coverings or who forget or
• Maintain MOE for Special Education lose them.
students. • Consider allowing special education
• Consider bringing Special Education students to continue in-person
students to school for services instruction as students often rely on
that are unable to be implemented daily routines and social interactions to
during distance learning. address their individual learning needs.
• Provide communication in a
language families can understand
(language assistance must be free).

English Learner Resources: Special Education Resources: Indian Education Resources:

• NM PED’s Serving ELs Guidance • NM PED’s Special Education Bureau • NM PED’s guidance document for internet
• EL Identification in NM Covid-19 information and updates access on Tribal lands
• Screening and Assessing ELs • NM PED FAQs • NMPED Martinez/Yazzie Readiness
• WIDA Educator Exchange Facebook Group • Q&A, Providing Special Education Services During Covid-19 Assessment

20
When a Child, Staff Member, or
Visitor Becomes Sick at School CDC Guidance
• Symptoms of Coronavirus
• What Healthcare Personnel
District/School Considerations: Should Know About Caring
• Work with school administrators, school nurses, and other healthcare for Patients with Confirmed
providers to identify an isolation room or area to separate anyone who or Possible COVID-19 Infection
exhibits COVID-like symptoms.
• Standard Precautions
• School nurses and other healthcare providers should use Standard and
Transmission-Based Precautions when caring for sick people. See: What • Transmission-based Precautions
Healthcare Personnel Should Know About Caring for Patients with
Confirmed or Possible COVID19 Infection.
• Establish procedures for safely transporting anyone who is sick home
or to a healthcare facility.
• Notify local health officials, staff, and families immediately of a possible
case while maintaining confidentiality consistent with the Americans with
Disabilities Act (ADA) and other applicable federal and state privacy laws.
• Close off school building if used by a COVID-19 positive sick person
and do not use before cleaning
and disinfection.
• Wait 24 hours before you clean
and disinfect. If it is not possible
to wait 24 hours, wait as long as
possible. Ensure safe and correct
application of disinfectants and
keep disinfectant products away
from children.
• Advise sick staff members and
children not to return until they
have met NMDOH criteria to discontinue home isolation.
• Inform those who have had close contact to a person diagnosed with
COVID-19 to stay home and follow NMDOH guidance if symptoms develop.
If a person does not have symptoms, follow appropriate
NMDOH guidance for home quarantine.
• Contact NMDOH to activate contact tracing.

21
Partnership
District/School Considerations:
• School boards and governing councils should review
and update policies to ensure they align with reentry

Tribal Collaboration
requirements. Further, school boards and governing
councils should communicate policy changes to
families and community stakeholders.
• Communicate plans, options and changes with families
and partners in multiple languages as soon as possible
District/School Considerations:
via multiple methods including websites, telephone, • Honor sovereignty of Native American Tribes, Pueblos, and
radio announcements, smartphone applications, Nations.
television announcements, email, social media and • Consult with local Tribal and Pueblo leaders, and Tribal
text messages. Education Departments, on how to best communicate and
• Provide families and partners a hotline number to call collaborate with their communities.
for consistent and accurate information. • Use relevant, local data with and from Native American
• Ensure organizations that share or use school facilities Tribes, Pueblos, Nations and urban Native American
follow the same considerations and receive the same organizations when considering reentry and closure plans.
training as school staff. • Collaborate with Tribal governments to address school
• Engage community partners in social distancing, health reopening or school closure decisions.
monitoring practices and information dissemination. • Identify a point of contact for each Native American Tribe,
Pueblo, Nation and urban Native American organization to
share school information.
• Work with Tribal and Pueblo leaders on unique issues they
are faced with in their schools and communities.
• Collaborate with Tribal Education Departments as
resources to the education community.

PED Resources
• NM PED’s guidance document for internet access
on Tribal lands
• NMPED Martinez/Yazzie Readiness Assessment

22
Staffing
Staff Safety Adaptive, Flexible Staffing Plans
Employees are expected to follow In order to ensure a strong start to 2020–2021, school
guidelines in the current statewide leaders should develop adaptive and flexible staffing plans that
public health order. Staff should maximize learning time and enable teachers and students to
be trained in local and state move seamlessly between in-person and distance learning.
rules regarding health and safety We suggest prioritizing in-person education for PreK and
procedures such as appropriate use elementary students, as these age groups may require childcare
of PPE and what to do if a student and may require more help from family during online learning.
or staff member is exhibiting symptoms. The CDC’s How to
Some considerations for flexible staffing include:
Protect Yourself and Others may be a useful resource. Staff
should follow NMDOH guidelines for testing and contact • Consider cohorting students by the same class/group of
students so that they function independently as much as
tracing, should a student or other staff member become
possible from other students. Each group of students would
infected with the virus. Please see pages 9–11 for more
recess together, eat together, have passing time together, etc.
information on staff safety. Creating cohorts where students remain together and the
teachers move between classes could reduce contact with
Staff in High Risk Categories other students and slow the spread of COVID-19.
Schools will need to take into consideration that some teachers • Consider looping elementary school teachers with the same
and staff will fall into high risk categories because of their group of students from 2019–20 so that students return to
age or other health risks. Educators who are considered to be a familiar face for increased emotional security, maximize
in a high risk group as defined by CDC guidelines may need instructional time by starting with established relationships
to teach from home. All districts and schools should have and knowledge of students’ learning needs.
a process in place to identify these educators. In addition, • Consider learning opportunities that include daily check-ins
with students.
districts and schools should establish a process that includes
• Consider master schedule adjustments for additional
formal requests to continue working from home. The process
instructional time in identified content areas. Consider which
should be aligned with the district’s or school’s Human
content areas most need in-person instruction and which
Resources Department. Because PED recommends prioritizing
may be better suited to remote learning.
younger children in-person attendance, high risk teachers
• Some schools may wish to have larger class size during online
who work from home may need to teach upper grades and a learning. Class size waivers for online learning are forthcoming.
licensing waiver may be required. (See the Educator Licensure In unionized schools and districts, unions should be consulted.
section on the following page for details). For teachers who • Provide centers, such as socially distanced places in the school
live with someone who is in a high risk group as defined by building, for teachers who don’t have a place to work from home.
CDC guidelines, local board policy should be established • Consider how the responsibilities of individual personnel will be
and will dictate procedures. More details about high risk staff covered in the event of illness in order to maintain services and
considerations and policies are forthcoming from PED. learning opportunities for students.
23
Educator Licensing Leave Policies
While there are no changes to educator Districts/schools are advised to update their leave policies in
certification requirements, waivers may consideration of the public health emergency. For guidance,
be requested in the case that educators in please consult with your human resources staff and district/
high risk category may need to work from school attorneys, and please see: Families First Coronavirus
home and therefore teach in a grade level or Response Act and Paid Leave and related FAQs; COVID-19
subject area for which they are not currently and the Family Medical Leave Act (FMLA).
licensed. To request a waiver please send an
email to [email protected]. Professional Development/Learning
Remote teaching may be new for some educators, and they
Substitutes will need to be trained on how to deliver instruction via the
PED recommends cross training all web. Professional learning should be provided to teachers
Educational Assistants to be licensed Substitutes and all and educators on designing equitable instruction regardless
Substitutes to be licensed Education Assistants. The Licensure of whether it is delivered in a virtual or in an in-person
Bureau will waive the fee for an Educational Assistant to add environment. Administrators will need professional learning
a Substitute license and for Substitutes to add an Educational on assisting, observing, and providing feedback to teachers
Assistant license. If your district has educators who would like to in an online environment. Induction programs must consider
pursue this option, please contact [email protected] for how school closures impact professional learning, mentoring,
next steps. Consider contacting the educator preparation program and coaching for non-tenured teachers. Consider partnering
in your community to see if the program might identify students with institutions of higher education to offer courses related
who could fill these roles while earning credit towards to teaching and learning through various delivery models,
their programs. including teaching in a virtual environment.

Student Teachers
Student teachers may provide additional support during this
time. PED suggests partnering with the educator preparation A D D I T I O N A L I N F O R M AT I O N
program in your community to think differently about the scope
• New Mexico Department of Health
of responsibility of student teachers with their mentor teachers.
These student teachers could help their mentor teachers with • New Mexico Public Education Department
virtual learning. PED also suggests having these student teachers
apply for an EA license so they may earn a paycheck while • PED FAQs
providing these additional supports, per local agreements with
the educator preparation programs in your community.

24
The New Mexico Public Education Department
would like to thank the Georgia Department of Education
for their state exemplar and kind sharing of resources.

For more information contact:

D R . G W E N P E R E A WA R N I M E N T
Deputy Secretary of Teaching, Learning, and Assessment
(505) 699-2059
[email protected]

K A T A R I N A S A N D O VA L
Deputy Secretary of Academic Engagement and Student Success
(505) 469-2061
[email protected]

NEW MEXICO PUBLIC

E D U C AT I O N D E PA R T M E N T
300 Don Gaspar
Santa Fe, NM 87501
https://webnew.ped.state.nm.us