Full services according to IEPs/GFECLPs will continue to be delivered. For a short period of transition, service provision, with the exception of self-contained classrooms, will be delivered virtually, while we work to determine who is returning and how schedules will be adjusted to provide in person services.  We look forward to making the shift to in person service provision as soon as possible.

Special Education Evaluations will begin to take place in person as soon as possible.  A team of school psychologists have already begun working to schedule in person evaluations for students with outstanding evaluations.  We take this process very seriously and understand the importance and impact an evaluation can have on a child's life. We will work tirelessly to ensure every student has received the appropriate evaluations as soon as possible and continue the evaluation process into the summer if necessary.

For stage 1 (SC, PK, Y5,K, small groups 6-12):  March 22, 23, and 24

For stage 2 (1,2)):  March 24, 25, 26

For stages 3 & 4 (3-12):  April 7, 8, 9

• Students in all grades participating in hybrid instruction will attend in person 2 days per week, either Monday and Tuesday OR Thursday and Friday, depending on the cohort assigned. 
• Students in self contained placements will attend in person 2 days per week on Thursday and Friday, March 25, 26 & Monday and Tuesday April 5 and 6.
• Beginning April 12, students will attend 4 days per week on Monday, Tuesday, Thursday and Friday.
• Students in secondary (Grades 6-12) self contained placements will  attend school in person from 8:20am - 3:10pm.  Students in elementary self contained placements attend according the elementary bell times above.

Staff will do their absolute best to maintain the 6 feet of distancing but for instances in which that is not possible staff will be wearing masks and other PPE.

Teachers and case managers will be contacting parents from Thursday, March 11 through March 17, to communicate plans and respond to any questions you may have.

Yes. Paraprofessionals will serve students in person at school.  Students remaining in remote instruction will continue to receive paraprofessional supports in much the same way moving forward. We’ve mentioned that additional PPE is provided to staff who will need to be in close contact with students to provide that support.

Whether students participate in-school hybrid learning or continue with virtual learning, full special education services will continue to be delivered, according to IEPs and GFCLPs. Upon return to in-school learning, building teams will review IEPs and assess whether the full extent of the IEP can be implemented during the in-school hybrid instruction phase.  It’s important to remember that while we remain in a hybrid situation.

During remote and hybrid learning, many students received GFECLPs to accommodate limitations in these settings.  Our goal is to begin to recover these services and supports over the coming weeks and months.  An important part of this planning is the continuation of robust summer learning and service opportunities for our students with IEPs. Families can expect a continuation and enhancement of the  Extended School Year, Summer Academies, and Intensive Reading Interventions. These programs range from one- to four-week sessions.  Recovery Services will be available to all students with IEPs, especially those who have been identified as recovery service eligible in IEP team meetings.

Our Facilities department has worked diligently to ensure that our buildings are prepared according to CDC protocol.  That means thorough disinfecting and cleaning, updated ventilation systems and water filtration.  Also,there will be signage to guide students through the building in a socially distanced manner.

Students in self contained placements who select hybrid are scheduled to attend 4 days a week beginning April 12.  Should a parent wish to keep their child at home for two of those days is they may do so according a set schedule arranged with the building principal and teacher.

We recognize that this question is coming up and we are working to consider ways to support this.   Due to distancing, cohorting, scheduling among multiple service providers and restrictions for families entering the building, we face challenges in accommodating special schedules for students and we will share more information over the coming days.

Early On, Community Based preschool, and services for students in nonpublic schools will begin to transition to in person services on April 12th. Your student’s teacher/case manager will contact you to discuss the process and help you make the best decision for your student.

Since Early On has a huge parent coaching component and takes place in student’s naturally occurring environments, which is often their home, it will be important to discuss the best options for your student and family.

We have been working directly with the WISD Early On coordinator to create guidelines to help in making these decisions.  These decisions will be made based on the progress students are making currently with a  virtual delivery model, preference of the family, and of course health and safety guidelines.

I would like to let you all know that our outstanding nurses have worked tirelessly to prepare guidelines to ensure safe assistance for medical procedures such as feeding and toileting. Staff will do their absolute best to maintain social distancing but for instances in which that is not possible staff will be wearing masks and other PPE.

At each stage of student return, principals will work with school teams to schedule students into cohorts and will be communicating these with families as soon as possible.

The research from schools that have returned to face-to-face learning indicates that it is necessary to have fewer people in school buildings compared to a non-pandemic year.  We have a set of key strategies for decreasing the risk of transmission. These strategies include cohorting, physical distancing, ventilation system modifications and other measures that require fewer people in the building at one time.

We have a five-step district protocol for contact tracing, which we have used several times since the fall. First, there is notification; the staff person or the family member, as soon as possible, notifies their principal or supervisor that they have a case of COVID-19.  Second, there is an investigation; we ask that families to answer the district contact tracer's questions so we can determine the critical contagious period. Third, we work through the principal to communicate to the cohort or teacher about the case, which happens as soon as possible. Information about any cases of COVID-19 is kept confidential, so the letter to families will be similar to other communicable disease letters we have sent in the past. Step number four may include quarantining some students and staff and sharing additional communication as needed. Our goal is to complete the first four steps within 24 hours, which means we need individuals to notify the district immediately and speak with contact tracers. The fifth step is the return to school after the isolation or quarantine is complete.

Some parts of the day will look familiar, and some will be different. The most significant change you will see is the number of students in the classroom and the proximity to one another. We don't envision all the students gathering on the carpet or working closely at a table, simply because of our social distancing requirements. However, we expect there will be opportunities for whole-class instruction with our in-person and remote students together, whole-class instruction with just the in-person students and small group or partner work, all while socially distanced.

At this time, we are working to ensure a safely-distanced and cohorted environment. For this reason, our special classes will continue to be taught virtually. It is important for families to know that our goal is to provide as many quality face-to-face learning opportunities as it is safe to do. When possible, we will be layering in additional opportunities.

One of our top priorities throughout the planning for this entire COVID school year has been to keep teaching and learning consistent with teachers and classrooms remaining constant. We will do everything we can to ensure our classrooms are stable as we begin this option of a hybrid in-school learning opportunity. Of course, we know it's always possible there could be staff changes or some reason why a teacher may need to change. But for the most part, we are doing everything we can to keep the relationships and classroom learning community stable.

Each elementary building will have an opportunity to work with their school team to ensure we are physically and socially distant during recess. During lunch recess, the playground will be zoned off to determine which cohorts will play in each designated area.

AAPS will be providing breakfast and lunch at no charge this year for all students as part of the USDA program until the end of the school year. In the morning, students will pick up breakfast and take it to their designated eating area, depending on the school. At lunchtime, we will also be operating in the same way, trying to maintain our cohorts. Each building will have its own designated eating areas. Students won't necessarily be going through a cafeteria line but will have pre-prepared lunches and breakfasts available for them. We ask families to please register and sign up for these meals through the new meal magic program. More information about meal magic will be shared shortly.

We will continue to provide our food distributions at all of our food distribution sites, but we will be moving to a one-day-a-week distribution on Wednesdays. At that point, we will be distributing either five days' worth of food for the families that have chosen to go hybrid or seven days' worth for the families that are staying virtual. These meals will also include dinner for the students. Again, we will give ample time and information before any change occurs. Please watch for information coming shortly regarding the meal magic program.

The CDC has consistently recommended that students do not share their school supplies, and we will uphold that in the learning plan. Each student will have their own supply kit kept in the classroom. In addition, students will not transfer or bring their supplies back and forth between home and school. It is important that students have access to their supplies while at home learning virtually.

We know that as students return to a school environment, they will need to learn new routines. Routines are already a large part of a school-day setting and will happen again naturally as we enter into the hybrid learning environment. Our teachers, principals and other building staff will do their very best to make all of these mitigation measures a natural and routine part of the day.

This is a concern for some parents. First, we know that it will be rare for a student to have a medical condition requiring a doctor to sign off that they are exempt from wearing a mask. Because of privacy concerns, we can never reveal the name of a student with a medical condition, so in this case, we wouldn't be able to notify parents about a specific. In the rare situations where this might happen, we will provide a plexiglass unit for the student to use on his or her desk, preventing direct droplets spray in the classroom. We need all families to understand as you are choosing hybrid, in the rare event that a student cannot wear a mask, they will have a plexiglass unit. There may not be notification to families, but we will put in safety measures to account for that.

Our teachers will provide instruction to both students who are face-to-face and at home in exceptional ways. The daily schedule will include some whole group and small group times. We already have some adeptness in putting students into breakout rooms so that the teacher can work with small groups. Teachers, families and students can expect a similar pathway when they are learning face-to-face. When they are virtual, there will be plenty of time for students to see each other and plenty of time for teachers to be with smaller groups after whole group instruction. We do know that it is not going to be perfect on day one. We want to make sure families know there will be a period of learning together in the first few weeks when we come back to hybrid. It is critical for us all to remember to be patient and engage together in positive ways and to expect good things to come.

Students in the classroom will not be on zoom all day. There will be some times when the hybrid students will be learning with the students at home. However, while at school, we will be taking advantage of face-to-face instruction throughout the day. There will be numerous times when students are not on their devices at all. Additionally, beyond zoom, students will have an opportunity to use their devices to participate with virtual peers in small group instruction, participate in activities and submit their assignments.

No. While we look forward to the time we can welcome parents and visitors back into our buildings, we know that to ensure safety, it is not possible now. We will make appointments with parents for certain matters, such as medication drop-off.

To maintain health and safety within our community, all activities will remain virtual for the remainder of the school year.

Yes, the AAPS has announced the transition to offer a hybrid in-school learning option, beginning with the youngest and those students with the greatest needs first. Parents will have the opportunity to choose either of the learning options - remaining in virtual learning or moving to in-school hybrid learning - at the student’s appropriate transition time during spring 2021.

The hybrid learning model makes it possible to achieve the required social distance of 6 feet for students in classrooms and hallways as some students are physically present and some students are virtually present each school day.

Hybrid learning is an educational model where some students attend class in-person, while others join the class virtually from home. Students attend school in-person two days per week and virtually three days per week.

Students will be a part of either Cohort 1 or Cohort 2.   

• Cohort 1 students:
• Monday - Tuesday:  Attend school in-person 
• Thursday  - Friday:  Attend school virtually
• Cohort 2 students:
• Monday - Tuesday:  Attend school virtually 
• Thursday - Friday:  Attend school in-person

Wednesday will remain an asynchronous remote learning day for all students and staff. 

Educators teach remote and in-person students at the same time using tools like video conferencing hardware and software. 

Detailed information about what to anticipate in a hybrid learning model at each level - elementary, middle and high school - will be shared with parents in grade-level meetings beginning in February.

Everyone in the school community has a role in preventing the spread of COVID-19 in buildings, including students, parents/guardians and staff. AAPS follows guidance from the Michigan Department of Health and Human Services (MDHHS) and the CDC to implement key mitigation measures shown to decrease the risk of COVID-19 transmission in schools. These mitigation measures include masks, physical distancing, cohorting, ventilation, cleaning and public health protocols such as prescreening and staying home when sick.

AAPS will provide complete information and tips to families prior to returning to school face-to-face. Precautions for students and families will include completing a COVID-19 symptom pre-screener before coming to school, wearing masks all day except when eating or drinking and following physical distancing rules within classrooms and throughout the school.

Yes, masks are required for all students and staff on buses, on school grounds and inside schools, and each school will have a supply of masks for staff and students. Staff and students may also opt to bring their own masks. Hand sanitizer will be available and is expected to be used in each school, including at the entrances and in every classroom. Supplies of soap and paper towels will be maintained in each bathroom. Staff also have access to face shields, gloves and paper gowns for specific classrooms such as self-contained instruction rooms, the clinic and isolation areas.

We have been working diligently since mid-March to ensure our buildings are well-prepared for reopening with students. This extensive preparation includes deep cleaning according to CDC protocols, significant work to ensure healthy water and indoor air quality as well as ongoing progress on achieving touchless faucets in restrooms, appropriate COVID signage throughout each building and plexiglass installed in front offices and other high-traffic areas in schools.

We have shared several presentations with the community detailing the intensive preparation of AAPS school buildings, and the most recent presentation, shared on Wednesday, October 21, is located here https://www.a2schools.org/Page/16808.

The arrangement of furniture will occur very shortly prior to the actual opening day of school; you will note in the recent presentation the diagram for recommended room design and arrangement of classrooms.

Ensuring that our school buildings are well-prepared for reopening, both the infrastructure and building systems as well as COVID related signage and the design for furniture arrangement, has been a priority and will continue as an ongoing focus for our work in the AAPS.

AAPS is taking several steps to ensure building systems are in good working order, including running the Heating Ventilating and Air Conditioning (HVAC) systems twice per week for 2 hours, flushing all plumbing fixtures weekly, replacing all HVAC and water filters, and deep cleaning the buildings.

AAPS has an extensive Building Automation System (BAS) that controls each school building’s HVAC systems. The District has modified this system to increase outside air ventilation to levels 20-40% above current school building code requirements, depending on outside air temperature and humidity levels. In addition, all HVAC filters are being replaced, and the frequency of replacement will be increased.  When possible, the minimum filter rating will be MERV 8 and, when feasible, MERV 13. These steps are consistent with the guidance established by the CDC and ASHRAE (American Society of Heating, Refrigerating and Air Conditioning Engineers)

Drinking fountain bubblers represent a significant concern for the spread of diseases and are being removed.  When feasible, the bubblers are being replaced with water bottle fillers. In addition, in the hallways, buildings will have operational touchless water bottle filling stations at a rate of no less than 1 per 100 building occupants.  All filters on the water bottle filling stations have been changed.  Students and staff will be asked to bring their own water bottle to and from school each day.  If a student or staff member forgets their water bottle, recyclable paper cups will be available.

Bathroom fans will be run during occupied hours to create negative pressure in the restrooms and minimize the flow of air from restrooms back into hallways or classrooms.  All forced air hand dryers are being disabled, and touchless paper towel dispensers are installed.  Hand washing reminder signs will be posted both inside and outside of all restrooms, and building custodians will regularly sanitize restrooms.  In addition, AAPS is in the process of converting all restroom plumbing fixtures to touchless operation.

To minimize the number of people in school buildings, visitors, including parents, will only be allowed inside buildings in cases of emergency.  Parent-teacher conferences and meetings will be held via video conference whenever possible.

AAPS will be designating “In Only” and “Out Only” doors, and hand sanitizer stations will be provided immediately upon entry to the school building.  Social distancing, hand washing and other health reminders will be posted throughout the school.  Signage on walls and/or floors will promote “Saying in Your Lane,” so students are distanced in the hallways and staircases. In addition, when feasible, all doors will be propped open to minimize touch surfaces.

Furniture will be arranged to maximize social distancing, and a zone will be designated for the teacher.  Hand sanitizer will be provided in each classroom.  When feasible, windows will be opened to further enhance ventilation, and doors will be propped to minimize touch surfaces where possible.  Each evening the classrooms will be sanitized using CDC cleaning protocols.

Plexiglass dividers will be installed at all transaction locations in the offices.  Hand sanitizer will be provided, and seating will be arranged (and/or removed) to maximize social distancing. Visitors will be directed to wait outside the office as necessary to allow for appropriate social distancing.

AAPS is designating a Wellness Isolation Room at each school.  Students who exhibit symptoms at school will be asked to wait in the isolation room under the supervision of a staff member until a parent or guardian can pick them up.

The Ann Arbor community has been very generous in approving referendums that provide additional funding sources for school building needs, including the renewal of the Sinking Fund in 2017 and the recently approved 2019 Bond.  In addition, AAPS has been awarded a funding allocation under the federal CARES Act.  These sources of revenue will provide the majority of the resources needed to prepare the school buildings for re-occupancy, greatly minimizing the impact on the General Fund.

AAPS utilizes a cloud-based web filter called Securly to keep students safe on their  school-issued devices. To help parents monitor their child’s online activity, AAPS has made available the free Securly Home app. This application allows web-based filtering and parental controls on school-issued devices at home. Parents may set rules to allow or disallow certain websites, pause the internet connection to the device as desired, and receive weekly usage reports. To OPT-IN to the Securly Parent Portal service, please follow the steps highlighted below:

STEP 1:  Read about the AAPS Securly Parent Portal Fall 2020 Pilot opportunity available to all families within the district.

STEP 2:  Sign-up on the Securly Parent Portal Opt-In Pilot Form.

STEP 3:  Look for an email from Securly when your account is ready to go (it can take up to 48 hours).

STEP 4:  Download the Securly Home App from the App Store (iOS) or Google Play Store (Android).

STEP 5:  Navigate the App to explore different views into your child’s online safety and check out the AAPS Securly Parent Portal FAQs.

If you have any questions, please don't hesitate to reach out to the Student & Family Help Desk at 734-997-1222.

The AAPS is the only district in southeast Michigan offering a full digital access library for all students, PK-12. The SORA library allows students to access reading material from their district-issued device and check out books anytime, 24/7. The AAPS PK12 collection, featuring widely diverse authors and titles, is curated and overseen by our own AAPS librarians.

All students will be able to use their AAPS issued device to access the thousands of titles offered in the SORA PK12 digital library.

It is also possible to make a Kindle your preferred reading device for the AAPS SORA library, according to the company’s technical information. Please note the company stipulates that this is available only in the US. As the SORA program is just coming online this fall, please note that our AAPS tech team has not yet been able to fully test over time the SORA access with a Kindle device.

Google has been updating its admin panel settings and end-user controls to launch their new and improved Google Meet enhanced video conferencing tool to the educational community (it’s being billed as more Zoom like). Last week, the district reorganized some student groups mid-week. At the same time, Google was updating its end-user host controls. Following these recent adjustments, the district has Google Hangouts toggled on and the tool is available for student use.

AAPS leaders regularly meet with community health officials, including U of M COVID leaders, the Washtenaw County Health Department team and members of the Governor's team. All of this engagement informs the work of the Board of Education.  

A wide variety of research reports have been documented in both slide and video presentations and shared publicly at Board meetings since last spring. These reports are published from the CDC, various medical associations, including Pediatricians groups, Harvard Global Health, the Michigan Safe Start Plan, among many other sources. 

One can peruse both the videos and slides with links directly to the reports here:  https://www.a2schools.org/Page/16217

The Board also uses AAPS COVID-19 metrics to inform decision-making for reopening schools to in-person learning, as described in the AAPS Return to Learning Plan. The metrics serve as guideposts for monitoring risk in our community and region rather than as strict thresholds. The Board is also in the process of reviewing a recent study, Transmission Dynamics by Age Group in COVID-19, published by the CDC on Friday, October 9th.

Yes, we place priority attention on students who are the most challenged by virtual learning, and our AAPS plan calls for a priority return to in-school learning, in reduced density, for students with special needs and our youngest learners. 

In the AAPS Return to School Plan, these students will return to in-school learning first and will also continue to receive more in-school learning time during the staged transition and hybrid learning phases.

AAPS uses the metrics to determine the point where community spread is low enough to reopen with confidence that our mitigation efforts are likely to prevent widespread transmission within AAPS buildings.

In each metric area, there is a range of ‘Consider’ and ‘Aim For’ that will aid in determining when it will be safest to begin the transition to the next phase of hybrid learning. 

The dashboard also includes additional considerations, such as local cases by age, school outbreaks and new local hospitalizations and deaths. 

The transition to in-school learning will begin with students with specialized learning needs, as noted in an IEP, and the youngest students, Kindergarten - 2nd grade.

Monitoring of COVID metrics occurs daily, and the AAPS COVID Dashboard is updated once per week.

The MDHHS has recently begun reporting weekly on school outbreaks, and this information can be viewed here: https://www.michigan.gov/coronavirus/0,9753,7-406-98163_98173_102480---,00.html  

This data, released by the state weekly, will continue to be updated to the Board regularly in our AAPS public reports. 

Please note that this data demonstrates the number of students who have a confirmed case of COVID that they contracted while at school. It does not include the numbers of students and staff who have contracted COVID outside the school setting and may have attended school or a school event while contagious, asymptomatic or symptomatic. 

As of the most recent report from Monday, October 12th, there were 20 new K12 school outbreaks during the prior week, added to the 50 ongoing outbreaks from the previous two weeks. These outbreaks, both new and ongoing, involve at least 346 lab-confirmed cases of COVID that are determined to have been transmitted by students/staff while attending Michigan schools. It is worth noting that case numbers in the ‘ongoing’ category of school outbreaks range from 2 to 37 per school building.

The AAPS COVID-19 Case Dashboard can be viewed here: 

https://www.a2schools.org/casedashboard

The dashboard is updated within 24 hours of the AAPS being notified of a probable or confirmed case of an individual that was on AAPS grounds. The dashboard also shares information on any restrictions or suspended activities.

Individuals identified as close contacts of positive cases are notified directly by the Washtenaw County Health Department (or another health department) and given instructions to isolate or quarantine.

Significant work to prepare AAPS school buildings for a healthy and safe return for students and staff has progressed over previous months. Highlights of this work include a focus on healthy water and indoor air quality as well as improvements to achieve touchless restrooms. 

A recent update on the preparation of our physical schools, shared by Emile Lauzzana and Bernerd Rice from AAPS Facilities, is available here:

A more detailed Facilities Update will be shared at the Wednesday, October 21st Study Session of the Board, beginning at 6 pm.

No. We are not waiting for a vaccine to start in-person learning. Our metrics for reopening to in-person learning include measures of community COVID-19 spread and ensuring consistent use of preventive measures such as masks.

In the AAPS, we have established the ‘settings’ for the 20-21 school year: full virtual learning, hybrid attendance (where students attend classes in-person for 2 days per week, and remain virtual on other days), and a full-time return to attendance in schools.

We have begun the 20-21 school year in a virtual learning status. During this year, we understand that the format for schooling may serve more as a ‘setting on the dial’ as opposed to an on/off switch, and we have established health and science-based metrics for decision-making throughout the process.

AAPS metrics can be reviewed at a2schools.org at the Reimagine Learning section.

Yes. The AAPS Reimagine Learning plan allows for students/families to choose to remain fully virtual for the 20-21 school year.

We understand that students and families are unique in their needs, and just as in a regular school year, we will continue to work together with each student and family to ensure the best combination of supports are in place to promote student growth, learning and success.

The first step in exploring additional supports for your child is to reach out directly to your teacher, principal, counselor or other AAPS staff member to share the challenges you are observing/experiencing and to discuss possible next steps in how we can work together to improve the educational experience.

Our Board and Leadership Team have discussed in-depth the benefits and concerns around setting arbitrary dates in the future versus the approach we are taking which involves daily data monitoring and  a weekly update of the data to the Board and community. At the point we see the appropriate data for a safer return to school in our Ann Arbor community, we will confirm with the Board, notify the staff, students, parents and community of a start date, rather than awaiting a preset date on a calendar for engaging this reopening step. Student and staff safety will remain our top priority.

Any school team or community - public or private - that is currently declaring dates into the future - understands that all of these dates are subject to change as case numbers rise and fall in the community. We all recognize that we continue to wrestle with the unfortunate realities of the pandemic; unfortunately, community spread continues. The COVID -19 Virus is not subject to the constraints of a calendar.

Our AAPS Return to In-Person Learning Plan calls for the earliest return of our youngest students first, and then a staged transition to upper elementary and then secondary students.

We understand that learning in a virtual classroom presents challenges in learning for some students much more than others. As a result, we have already begun to create small groups of students to receive additional support, both virtually and in-person, and will continue to create and implement additional structures, tutoring or support groups, and other strategies to support our students.

We understand that supporting our students through this COVID time and ensuring their continued progress and growth isn’t just a focus during this fall semester; these efforts will continue into the future in the AAPS.

Once the AAPS moves to a hybrid learning status, students with specialized learning needs who regularly learn in small group classrooms will have the opportunity for additional face-to-face time built into the weekly schedule, i.e. as much as three or four days per week, instead of the two days of in-person learning that most students will receive.

In addition, a full summer program of recovery services, academic and enrichment support classes will be offered during summer, 2021 as occurred during this past summer.

We understand that a critical component of working our way together through this pandemic includes planning a long term support plan for our AAPS students to ensure their growth and readiness for next steps in their development.

Yes, we want to learn from the experience of our parents and continue to improve the experience based on the input and feedback from our students, staff, parents and across the organization.  We will be sending a survey to the AAPS students, parents, and staff in the near future to collect feedback on what’s working and where and how we can improve the educational experience this school year.

Principals will work together with students and families to best meet the needs of individual students. There is a schedule design already in place in the lower elementary schedule that supports students and families in abbreviating the school day to meet their needs. Please reach out to your teacher or principal to discuss more details of what options are available.

Each week, we will post updated data in our dashboard. This will be available on the a2schools.org website. We will notify all our families when the updated data indicates that a safe return to school can be planned, and will post the date for a return to in-school learning.

We are making decisions about access to facilities and allowing athletic teams to compete with health and safety concerns as the priority, all while carefully balancing what we know are the benefits of participation in athletics. Right now, we are focused on assuring that our fall sports athletes have the best opportunity to complete their seasons. 

Decisions to allow spectators in our stadiums, gyms and natatoriums have been deliberated through our district leadership teams and the Board of Education. We accept the responsibility to limit gatherings that could lead to a community spread of the virus. We also have concerns about the inconsistencies between Executive Orders that limit attendees for indoor and outdoor gatherings and the order that allows two spectators per participant, which, in most cases, would create crowds in excess of the limits described in the Executive Orders. 

We do understand and appreciate the participation of our parents and community in athletic competitions, and have put in place ways to 'live stream' events from our stadiums, gyms, and natatoriums. We thank our parents and community members for their support and cooperation during this challenging time. Finally, we will continue to monitor health department data and will adjust AAPS guidelines if data supports such a decision.

Learning will be in session, and the 2020-21 school year will start on Tuesday, September 8th, 2020. AAPS students will begin this 20-21 school year on a virtual learning status.

During the week of August 31st, we will focus on preparation for this school year for students and parents, including onboarding and orientation activities such as:

• Orienting students and parents to Schoology learning system,
• Materials pick up and drop off,
• Technology device and connectivity support,

to ensure all are ready for a strong start to the school year.  

Week 1: The first day of classes will begin on Tuesday, September 8th.  This week will begin with shorter days, allowing students and staff to build capacity with interactive, virtual learning and also to provide additional time to work through any technical issues that may arise. Beginning Monday, September 14th, students and staff will be fully prepared to transition to regular school days in an interactive virtual learning environment.

Virtual learning will be dramatically different from last spring, featuring interactive and live, students and teachers learning together, daily connections.  Quality AAPS teachers will teach AAPS rigorous curricula and programs across the spectrum, Preschool through 12th.

Students will participate in interactive, teacher-led, synchronous instruction for 3 classes each day on Monday, Tuesday, Thursday and Friday. The first portion of each class period will be fully interactive, with the balance of the class period focused on learning activities and assignments, including small group instruction. 

Wednesdays will be a full day of Exploration Learning with teachers providing asynchronous activities connected to units and curricula, and a wide variety of enrichment and personal passion classes will be offered by the AAPS Recreation team; all classes will be offered free of charge to PK-8 AAPS enrolled students.  

A modified schedule for learning will be available for all elementary students.

AAPS has made the decision to start the school year fully virtual because our county and state have not seen sustained, very low transmission of COVID-19. Over the summer, there was a three-week period in June with very low transmission, but cases rose again in July. Washtenaw County is still in the “Med-High Risk” category according to state guidance.

In addition, during August, Ann Arbor will experience its annual influx of University of Michigan students from all over the country and world. The impact of tens of thousands of new students on local transmission rates must be evaluated and considered.  

Over the next several weeks, we will continue to track several data points that show the level of community transmission. The following metrics will inform our decision-making as we move into the fall months: 

• Number of cases and trend line in Washtenaw County
• Status of local outbreaks, including on U of M campus and other community locations
• Status in MI Safe Start Detroit Region
• Number of cases and trend line in Michigan

Decision making will also include new information, research, and guidance related to COVID-19 transmission in schools and consultation with the Washtenaw County Health Department.

The following metrics will be used to determine the status of the district throughout the 2020-21 school year: 

• Number of cases and trend line in Washtenaw County
• Status of local outbreaks, including on U of M campus and other community locations
• Status in MI Safe Start Detroit Region
• Number of cases and trend line in Michigan

Decision making will also include new information, research, and guidance related to COVID-19 transmission in schools and consultation with the Washtenaw County Health Department.

In-person instruction via the blended/hybrid instruction model will begin when circumstances - infection rates in Washtenaw County, MI Reopen Region, and Michigan -  allow for staff and students to safely return to school facilities. This decision will be made based on a regular review of data in coordination with the Michigan Department of Health & Human Services and the Washtenaw County Health Department.

As students and staff have not been engaged in in-person learning since mid-March, and so it is advisable to introduce students in a phased transition, beginning with small groups of youngest students as well as those most in need of in-person learning, including students from all levels as appropriate.  

During the transition process of students to in-person learning, we will refine protocols and processes. We will work with the Washtenaw County Health Department to monitor infection data as we move forward, to complete contact tracing efforts, and to consistently communicate with parents as students resume in-person classes in our AAPS schools.

Much work is underway, on our AAPS team and also across the AAPS community, to provide wrap-around support services for students and families who are most at-risk of falling behind during the virtual learning phase of the COVID-19 pandemic. 

The AAPS is currently organizing Connection+ groups that will convene small groups of students, in neighborhood locations and/or virtually if conditions require, with AAPS professional staff who will support students with accessing learning, specialized learning services, completing assignments, offering mental health and other needed supports.

AAPS staff will be reaching out to students prior to the beginning of the school year to organize groups of students for the Connections+ support groups. 

Also, when selecting the learning program for fall, parents will be asked to confidentially identify their students who may be in need of these additional supports to be successful in fall virtual learning. 

Parents should reach out to teacher, counselor, social worker, school principal or any AAPS team member when additional supports are needed to ensure the success of students. 

We will continue to work with partners in the Ann Arbor community who are planning now for mobilizations to ensure we reach every child and family in need of additional supports throughout this challenging time.

Our goal in the AAPS is to meet our parents and students where they are during this COVID pandemic crisis. 

We know that we are stronger together, and we will continue to refine our process in organizing the 20-21 school year over the coming weeks of July- August. Parents and students will share thoughts, ideas, concerns, and suggested solutions through an upcoming ThoughtExchange response format, weekly updates from the Superintendent, community meetings across the community in each of our school communities, and other opportunities.

The Ann Arbor Public Schools program offerings include:

A2 Classroom Connect- a classroom learning opportunity with quality AAPS teachers and staff, curricula and programs that begins virtually, and when it is safe, students will migrate first to a hybrid schedule and then potentially to full, in-person learning. When needed throughout this school year, students may access this classroom virtually.

A2 Student Link- a classroom learning opportunity with quality AAPS teachers and staff, curricula and programs where students are a member of a virtual class and these students intend to remain entirely virtual AAPS students through at least the Fall semester.

A2 Virtual+- an independent learning option where students complete their work in a self-paced approach, receive teacher feedback, and engage with their teacher one time per week in an interactive session.

When the school year was disrupted in March, one of our significant challenges was having our five high schools on five different, unique daily schedules and school-year calendars (semesters and trimesters). Recently, the district announced a virtual launch to the 2020-21 school year. Yet, our planning for the 2020-21 school year had already considered the likelihood of disruptions to in-person instruction due to the COVID-19 crisis. Thus, we made a decision to place all five high schools on the same daily schedule and school-year calendar (semesters) for the upcoming school year.

• First, the district announced a virtual launch to the 2020-21 school year.
• All five high schools will be on the same daily schedule and school-year calendar (semesters) for the upcoming school year.

While in a virtual format, the high school start time will be 8:30 AM.

The fidelity of our curriculum amid the COVID-19 crisis, consistency in assessment and grading, and professional development for design and delivery of virtual instruction were key factors in our planning for the 2020-21 school year. While our school communities are unique, we always want to ensure that our students are receiving the full depth and breadth of our curriculum. Unlike the end of last school year where assessment and grading were suspended, we are returning to a robust assessment and grading model for the 2020-21 school year; students will earn grades. Transitioning between in-person and virtual learning spaces is challenging, and we are heavily invested in providing our teachers with quality professional development for the design and delivery of instruction. Thus, the need to achieve all of this to scale - across five schools - precipitated the decision to create a common daily schedule and school-year calendar. 

• We always want to ensure that our students are receiving the full depth and breadth of our curriculum.
• We are returning to a robust assessment and grading model for the 2020-21 school year; students will earn grades.
• We are heavily invested in providing our teachers with quality professional development for the design and delivery of instruction. 
• To achieve all of this to scale, we have created a common daily schedule and school-year calendar.

All high school students have a 6-period schedule. These 6 courses will meet in a “block” schedule format (see below). Each block will be 105 minutes and meet every other day. During a typical five-day school week, Blocks 1, 3, and 5 will meet on Mondays and Thursdays, and Blocks 2, 4, and 6 will meet on Tuesdays and Fridays While the district is in a virtual or hybrid format, Wednesdays will be virtual, asynchronous days. Students will be assigned coursework and work independently. There is an advisory period built into each of the Block days, as well.

• High school students have a 6-period schedule.
• These 6 courses will meet in a “block” schedule format.
• Blocks 1, 3, and 5 will meet on Mondays and Thursdays.
• Blocks 2, 4, and 6 will meet on Tuesdays and Fridays

Our high schools have operated on semester or trimester schedules. Again, this was a challenge when school was disrupted in March. Community, Huron, and Pioneer were several weeks into the second semester, yet Pathways and Skyline were just starting the third trimester. When the block schedule was adopted, we recognized the challenges of delivering the full depth and breadth of our curriculum in an every-other-day format. This would have been even more challenging on a trimester schedule where many courses are only two trimesters in length. Semesters are about 90 school days, whereas trimesters are about 60 school days.

• When the block schedule was adopted, we recognized the challenges of delivering the full depth and breadth of our curriculum in an every-other-day format. 
• Semesters are about 90 school days, whereas trimesters are about 60 school days.

Another important factor in our planning and decision making for the 2020-21 school year was providing elective choice for our students. We recognized that a 6-period schedule over semesters has some limitations when it comes to choice, and we are creating 7th period courses (similar to the model already in place at Pioneer) that will expand elective choice for students. 7th period will meet four days per week (see below). Any student can choose a 7th period. To the extent possible, after school activities will be scheduled to accommodate students who choose a 7th period option. As always, counselors will work with students to build schedules to match their academic pathways.

• An important factor in our planning was providing elective choice for our students.
• A 6-period schedule over semesters has some limitations when it comes to choice.
• We are creating 7th period courses.
• Counselors will work with students to build schedules to match their academic pathways.

The health and safety of our student athletes and coaches is our top priority. We recognize that participation in physical activity is important to the physical and social emotional well-being of our high school students. 

Balancing the concerns related to the pandemic with the benefits of physical activity, we have conducted outdoor athletic summer training and band practices, and have opened the 2020-21 fall sports season for high schools. We will operate under the guidance provided by the MHSAA. However, for high-risk and moderate-risk sports, AAPS is adding guidance that emphasizes and supersedes that of the MHSAA. For complete details about a high school sport, please contact the school’s athletic director.

Regarding middle school sports, all athletic teams are suspended for the first fall season. More information will be sent soon about participation opportunities through AAPS Rec & Ed.

The MHSAA has yet to set a date for the start of the football season. We anticipate a decision before August 20. Thus, the decision of the band directors is to delay the start of marching band practice until the MHSAA makes a decision about football. Directors will share more info with students and parents soon.

The fidelity of our curriculum amid the COVID-19 crisis, consistency in assessment and grading, and professional development for design and delivery of virtual instruction were key factors in our planning for the 2020-21 school year. While our school communities are unique, we always want to ensure that our students are receiving the full depth and breadth of our curriculum. Unlike the end of last school year where assessment and grading were suspended, we are returning to a robust assessment and grading model for the 2020-21 school year; students will earn grades. Transitioning between in-person and virtual learning spaces is challenging, and we are heavily invested in providing our teachers with quality professional development for the design and delivery of instruction. Thus, the need to achieve all of this to scale - across the entire middle level - precipitated the decision to create a common daily schedule and school-year calendar.

Middle school students will have a six period schedule. These 6 courses will meet in a “block” schedule format. Each block will be 100 minutes and meet every other day. During a typical five-day school week, Blocks 1, 2, and 3 will meet on Mondays and Thursdays, and Blocks 4, 5, and 6 will meet on Tuesdays and Fridays.  Wednesdays will be virtual, asynchronous days in which students will be assigned independent coursework, extended learning opportunities, etc.

Middle schools will still offer Advisory as a “home base” for students where they will connect each day with a caring adult and group of peers within a space designed for personal connection, developing and maintaining positive, trusting relationships within their online classrooms.  Advisory lessons and activities will be designed so that students feel valued, significant and an integral member of their online classrooms.

The block schedule simplifies students’ daily routine and allows for a more manageable schedule by having fewer classes and transitions each day.  It also allows for a deeper dive into the content area by providing time for meaningful synchronous and asynchronous instruction and engagement during each class period.

Class discussion, small group activity, independent assignment time, and breaks will be woven into a rhythm of the instructional day that allows for varying learning modes; we understand that this is especially important given the virtual learning environment this fall. The middle school blocks allow time for a lesson cycle of approximately 45 - 50 minutes, and assignment/learning activity time of approximately 55 minutes. Some of this assignment/learning activity time will be asynchronous.

If you select A2 Student Link you can anticipate that your child will be in that program for the first semester.  At the end of the first semester you can select another program choice or you can opt for your child to remain in A2 Student Link for Semester 2.

If you choose A2 Classroom Connect you will NOT be forced to send your child back to school in person.  You will have the option of keeping your child home to continue their learning virtually via A2 Classroom Connect.

The A2 Classroom Connect classroom will, upon return to in-person school, be a hybrid classroom composed of both students who are joining in-person and those who are joining remotely. In the hybrid phase of return, 50% of students are participating in in-person learning while other 50% of students join virtually.  Additional instructional support will be provided in these classrooms to support the blended nature of the learning environment.