On April 23, Governor Tim Walz ordered all MN schools to remain closed for the rest of the school year. As a result, PLSAS will continue its Distance Learning plan. Please access the information and resources below regarding Distance Learning in our district.
- Distance Learning
- Early Learning
- English Language Learners (ELL)
- High School Equivalency/GED Testing and Resources
- PSEO AND CONCURRENT ENROLLMENT
- Social and Emotional Learning
- Special Education Services— IEP or 504 Plan
- Tribal Considerations
LAKER ACTIVITIES – DISTANCE COACHING 2020
PRIOR LAKE LAKERS
A. 1x week AD/HC Google Meet meeting - Tuesdays at 7:00AM
B. 1x week HC & AC staff Google Meet meeting per sport – Thursday/Friday
a. Prep student messages & workouts for following week
b. Post on team website & apps by Sunday evening
C. 1x week team meeting per sport and/or level via Google Meet – Monday
a. Set context for the week
b. Review optional workouts for the week (physical, mental) i. Consider team Google Meet, team challenge options
D. 1x week individual athlete contact by coaches – Tues/Weds/Thur
a. Phone call or Google Meet
E. 1x week post a team lesson based on the weekly theme – Tues/Weds
a. Record video or post article to team website/app
F. Weekly coach’s professional development – each HC lead 1 week
a. Send or post article/podcast/video related to theme of the week
b. Provide reflection, discussion prompts
c. Send or post by Thursday morning, prior to your assigned week
March 30 Growth Mindset
April 6 Gratitude
April 13 Grit
April 20 Service Leadership
April 27 Sense of belonging
May 4 Trust the Process
May 11 Moral Courage
May 18 Teamwork
May 25 Fun
Student attendance must be taken by the teacher in Infinite Campus once, each day. Student attendance is to be verified by some reciprocation of the “interaction” with the learning and/or teacher. Some ways attendance could be verified include:
- Email exchange/online discussion/video chat/phone call with teacher.
- Activity in classes (pages accessed, discussion participation, formative assessments completed).
- Work submitted during the Extended Learning Days.
- Parents/Students sending in pictures or videos to teachers showing students participating in learning experiences via Seesaw, Schoology or email.
- Students who do not participate in planned activities are considered absent for those class(es) and should be recorded as absent just as if they were not present for an on-campus class.
- Students whose family chooses to not participate in the Extended Learning Days are reported as absent.
Staff are to work with families to confirm the preferred method of communication (especially K-3) and in verifying student attendance the week of March 30- April 3. In this communication with families, verify/share some other information, stay connected, and provide support/reassurance:
- Do you need non-digital resources?
- Is there anything else you are stressed about at this time?
- Food, housing, etc?
- Is your student anxious about this closure?
- Remind each of them about the supports we do have in place…meals, daycare for emergency workers, etc.
Homeschool Options for Parents
Minnesota’s Compulsory Instruction Law requires all students ages 7-17 to receive instruction. Families may choose to withdraw their children from public school and provide instruction in a homeschool setting. Families who plan to home-school their children are required to register with the school district in which they reside. If a student is open enrolled or attending a charter school, the family must register the student with the school district in which the family resides, not the school from which the student unenrolled.
MDE’s Ombudsperson is available to answer questions about homeschooling from families, districts, or charter schools. Please contact Cindy S. Jackson at (651) 582-8572 or firstname.lastname@example.org
Homeschool Registration forms should be mailed to:
Prior Lake Savage Area Schools
Attn: Joan Heise
4540 Tower St SE
Prior Lake, MN 55372
Definition and Teacher Expectations
As we move to distance learning, the expectations below promote daily learning and interaction and are NOT the same as our current Personalized-Flex Learning expectations.
Definition: Minnesota Department of Education defines distance learning as:
Students engaging in distance learning have access to appropriate educational materials and receive daily interaction with their licensed teacher(s)
Distance Learning Guidelines:
- Ensuring all students in the school or district will have equal access to the learning and required materials, including technology.
- If using an online learning system, ensure it can effectively support the district’s unique learning and teaching needs, including the ability to provide differentiated instruction as well as one-on-one support for students who need it. Regardless of where the learning is happening, supports identified on a student’s Individualized Education Program (IEP) or 504 Plan must be provided (more detail below). Individual Learning Plans for English Language Learners must also be followed.
- Providing training to staff, students, and parents/guardians on implementation of your distance learning model and the district’s expectations.
- Programming options for school nurses, school counselors, school psychologists, school social workers, paraprofessionals, other school specialists and cultural liaisons.
- Tracking the attendance of both students and staff.
- Ensuring the distance learning model in use is secure and will not allow for the release of protected student or staff information.
- March 16 - March 20:
- Teacher professional development on SeeSaw, Schoology, Google Meet and individual and remote PLC planning for distance learning. Goals include:
- Developing competence with distance learning tools
- Prioritizing standards
- Establishing revised pacing schedules
- Development of learning targets, lesson activities and assessments
- Clear communication to students and families
- 9-12 Only
- March 19: End of quarter 3 (9-12 only); grades due 4/1/20
- March 20: Teacher Grading Day
- Teacher professional development on SeeSaw, Schoology, Google Meet and individual and remote PLC planning for distance learning. Goals include:
- March 30 - April 3: Begin Distance Learning Cycle One
- March 30- April 2: Distance Learning Days for staff and students
- April 2: End of quarter 2 (E-8); grades due 4/8/20
- April 3 - Teacher Preparation and Collaboration Day
- April 6-10: Distance Learning Cycle 2
- April 6-9: Distance Learning Days for staff and students
- April 10: Teacher preparation and Collaboration Day
- Cycle continues as above
- Distance Learning Model– Design learning experiences that are manageable by students working independently and connected to their learning progression. A positive outcome of a distance learning day is teaching students to be more self-directed as appropriate to the level of the student. Learning should not require sustained attention by parents. Our distance learning model should follow these guidelines:
- Delivery by Grade Level:
- For PreK - Grade 5:
- Use programs and activities that are familiar to families.
- Include ideas for brain breaks.
- Include choice activities that are relevant to the learning progression for parent and student flexibility.
- Combination of online and offline learning activities utilizing SeeSaw and other online resources (i.e. IXL, Brainpop). Pre-K students will have an iPad available to them at home. iPads will be distributed for Grades K-5.
- For Grades 6-12:
- Courses will be online in Schoology
- Use programs and activities that are familiar to families
- Whenever possible, set learning modules up to allow for self-pacing
- Delivery by Grade Level:
- Daily Student Time Requirement - Recognizing that students learn at different paces, especially in an independent context, it is important to consider students who you picture as struggling through the assignment and design activities that they can complete in the time they would have been with you in class. Include an estimate of time needed to complete each activity.
- Pre-K: 30-45 minutes
- Recommend to students/families daily routines and schedules to promote continued learning.
- Be mindful that families will need to provide support for these activities and plan accordingly.
- Elementary: Here are the guidelines for TOTAL amount of general classroom work time per grade level. In addition, we will recommend for students/families daily routines and schedules to promote continued learning. The daily routines/schedules should include additional time reflecting Specialists learning goals. GT, EL, and Intervention teachers will be expected to provide lessons for the students they service. More information will be communicated regarding these services.
- Kindergarten: 45 minutes - 1 hour
- First and Second Grade: 1-2 hours
- Third Grade: 1.5 - 2.5 hours
- Fourth and Fifth Grade: 2 - 3 hours
- Secondary: Be mindful that students have multiple classes and plan accordingly. Teams should discuss the learning experiences that will be designed for students each day. Instruction + assignments/activities should NOT exceed:
- Middle School: No more than 30 minutes per class (6 periods)
- High School: No more than 30 minutes per class (6 periods )
- Pre-K: 30-45 minutes
- Provide a timely plan –The intent of distance learning days is to provide real-time learning and continued support. Learning experiences for the day should be posted or communicated to students/families by 9 a.m. If teachers plan to hold an on-line, interactive class discussion, students should be notified by 9am and it should take place during regularly scheduled class time. There will be limited feedback provided to students during the weekly Learning Team time.
- Be present during your scheduled workday in the district’s online systems and email– Daily interaction between students with staff and other students is a vital component. Attendance should be submitted daily by 3 p.m. in Infinite Campus. All students should be marked present. We will assume students are in attendance by monitoring participation in lesson activities and work completion. If a student does not appear to be participating, staff will initiate contact with the student to determine if there are any concerns that need to be addressed. If a phone call home is warranted, *67 will allow you to keep your phone number unlisted. Please monitor your voice messages using the MITEL system. If you are trying to contact families and are repeatedly unsuccessful, teachers should follow the referral process to involve social workers, counselors, psychologists, and/or principals. Staff should utilize cultural liaisons and administration in situations where students and families do not speak English.
- Differentiation– It will be important to be mindful of the various levels of learners you will be supporting. Additionally, there will be rare instances where a student simply did not have access to the Internet and so could not get the assignment. Consideration for differentiation will be critical.
General Education teachers are responsible for providing modifications and accommodations as outlined in their IEP/504 or unique learning plan. Please work with special education case managers for IEP related questions, Social Workers/Counselors for 504 related questions and EL teachers to appropriately accommodate students who receive services. Staff are expected to attend virtual IEPs and continue to meet regularly with your co-teacher.
For Special Services and English Learner staff, additional communication and guidance will be forthcoming regarding SpEd, 504 and EL students and accommodations as it relates to more specific job expectations unique to your positions.
- Collaborate. Develop common expectations and common communications by grade-level/team/department. When everyone knows what to expect, students and families can focus on the learning. Develop consistent protocols for posting assignments within your team or Learning Team. Learning Teams should be remotely meeting during regularly scheduled Learning Team time to plan and adjust and to collaborate on curriculum as needed. Guiding considerations for Learning Teams:
- Prioritizing standards for grading
- Reestablishing timelines for instruction
- Collaboration for lesson design and assessments
- Grading Expectations.
- Feedback on assignments and activities should occur at least 2x/week.
- For Quarter 3 (9:12 - March 16-20; E-8: March 30-April 3)
- All grades must be posted by Monday, April 13 at 8am.
- Given the unique circumstances for 3rd Quarter, a student should not fail a course as a result of this unprecedented event. All students that are failing will receive an “Incomplete” grade for 3rd quarter and be given two weeks (by 4/24) of additional time to resolve the final grade for the class. This additional two weeks allows for time for teachers to take the following into account:
- Language barriers
- Access to resources
- Further guidance will be provided for the 4th quarter.
- For Quarter 3 (9:12 - March 16-20; E-8: March 30-April 3)
- Feedback on assignments and activities should occur at least 2x/week.
Staff Attendance: If you are unable to complete your expected daily duties remotely, you will need to enter your absence into Skyward, notify your building Principal or Supervisor and communicate your absence to your students and families.
During the planning period, PLSAS will:
- Assess access to technology, including a reliable internet connection
- Determine methods for communication with families that may not speak English as a primary language
- Consider the ability of students to understand and produce complex academic language for assignments without typical scaffolds
- Determine the scaffolding methods that are available in a distance learning environment
During the distance learning period, PLSAS will:
- Ensure English learners have access to grade level standards and academic content
- Provide English language development (ELD) within content area instruction and ELD services, including scaffolds as needed
- Continue to provide core content instruction from a teacher licensed in that content area
- Continue to support the collaboration of English language develop teachers and academic content teachers
- Maximize opportunities to provide language supports to students and families
- Continue to screen new enrollments for potential English language development services
"We understand that test centers, educators and GED students may be concerned about COVID-19 (Coronavirus) and how it may impact GED testing. At this time, many GED test centers in Minnesota are closed based on local school district closures. A limited number of private test centers, plus Corrections, are operating normally and are using standard precautions."
Requesting GED Records from the Minnesota Department of Education
- Email a completed form to Alice Smith
- Fax the completed form to (651) 582-8458
- Mail the completed form to:
1500 Highway 36 West
Roseville, MN 55113-4266
GED records will be sent out from our office via U.S. Mail, typically within three business days of receiving the request.
Please note the Minnesota Department of Education does not allow GED diploma holders to pick up GED records at the Minnesota Department of Education to help ensure public and staff safety. Until further notice, we will also not be allowing people to create appointments to pick up records.
If you have questions about GED testing or obtaining GED records earned in Minnesota from our office, please contact:
Adult Basic Education/GED/ELL students Distance Learning Plan
Prior Lake-Savage Area Schools (PLSAS) Community Education and SouthWest Metro Intermediate District
- Thea Curtis, ABE Instructor, SWMetro (612) 644-0192
- Leanne Weyrauch, Director of Community Education Services, PLSAS (952) 226-0082
- Jennifer Hennes, ABE Program Specialist, SWMetro (952) 567-8128
Who: ELL (Levels 1, 2 and 3) and GED students What: Language Arts (reading, grammar, alphabetics); Math; Science; Social Studies When: Learning time for students can include: · Group or individual student/teacher contact hours on Monday, Wednesday and Thursday from 5:30 – 8:30 p.m. · Additional contact hours by arrangement. · Individual student work time on DL platforms as determined.
As we transition from the classroom into distance learning, the goal of the Adult Basic Education program is to maintain and grow the skills of our students. Our students and our program are part of the PLSAS learning community and we want to continue to provide the best possible learning opportunities during these challenging times.
How to stay in contact with instructors during distance learning
- Online classes through Google Meet
- Phone (for students without internet service)
- Lesson packets sent via U.S. Mail to students’ homes
Distance Learning Platforms (approved by the State of Minnesota Dept. of Education/ABE)
- Moby Max
- Read Theory
- USA Learns
Additional Online Resources
- Breaking News English
- Learning A-Z
- Scott County Online Library (GED skill development – assorted)
- Building Strategies for GED – Reading, Writing, Science, Social Studies, Math
- TABE Scoreboost (Interdisciplinary Series) – GED & Level 3
- That’s Life – Introductory Level, Low Beginning, High Beginning, Low Intermediate
- Grammar Step By Step (Books 1 & 2) - Level 2 & 3
- Language Development Through Content (Books 1 & 2) – Level 2 & 3
- Stories From the Heart – Level 2 & 3
- Listen, Read and Write: Sight Words Level 1 - 5 – Beginner Level
- Phonemic Awareness & Literacy Kit/Phonics Workbook 1 – Beginner Level
- Oral & Written Language – teacher developed OWL lessons
When college and university courses recommence, PSEO students will resume any courses in which they are enrolled through alternative delivery methods including online and other formats that support safe social distancing (≥ 6 ft.). Postsecondary faculty will be communicating the process to their students for continued learning in their courses. PSEO students should monitor all college or university communication daily for information about the continuation of learning in each of their courses and resume regular participation and attendance as instructed.
Students who plan to enroll in PSEO during the 2020-2021 school year must notify PLHS of their intent to enroll by May 30. Interested students can communicate with their counselors via email or phone to plan for PSEO course enrollment.
For MDE additional guidance for PSEO students, access COVID-19 Guidance for PSEO and Concurrent Enrollment Students.
- List of Second Step lessons by grade level specifically focused on helping students manage emotions and anxiety during the pandemic
- Ideas for adapting Second Step for distance learning
Resource: The Imagine Neighborhood
Description: This new podcast for families is designed to help children and grown-ups build their social-emotional skills. Each episode tells a story that’s amazing, fantastical, and maybe a little bananas, while it tackles the big feelings that come with growing up.
Description: Weekly Facebook Live sessions from a notable school
Resource: Virtual Calming Room
Description: From Osseo Area Learning Center: Sometimes life gets challenging or overwhelming. At the Osseo Area Learning Center, we have a Calming Room to help students and staff explore strategies to deal with those challenges. When you are out in the world and there isn't a calming room, here are some resources to help you find new ways to manage life and emotions
- Adult Self-Care Tips
- Parenting Resources
- Daily Virtual Learning Workshops for Educators and Parents
We have also linked a variety of SEL resources into our Distance Learning: Parent Guide for families to access.
*This is a working document containing hyperlinks and will continue to be edited over the duration of distance learning.
All students with disabilities will continue to receive specialized instruction and related services through a distance learning model to meet their identified needs.
The PLSAS distance learning model includes equitable access to specialized instruction and related services for students with disabilities so that they have access to general education standards and continue to demonstrate progress toward the general education standards and IEP goals.
During extended school closures, PLSAS remains responsible for the free appropriate public education (FAPE) of its students eligible for special education services who have an individualized education program (IEP) or 504 plan. PLSAS will continue to meet the requirements of Part B (3- 21) and Part C (birth to three) of the Individuals with Disabilities Education Act (IDEA), Part B and Part C. PLSAS has considered the following:
How we are communicating with parents and guardians:
- Parents and guardians will be provided communication regarding services and instruction via Seesaw and Schoology. Case managers will continue to be the point of contact for IEP related questions for families, general education teachers, and related service providers. This may include contracted providers and nonpublic agencies.
- Case managers will coordinate with related services providers and then call parents during the week of March 30-April 3 to check in and share the plan for their student’s IEP services and instruction.
- PLSAS will review the delivery of special education and related services, as well as general education curriculum to ensure that students with disabilities have equal access to distance learning. This includes children from birth through age 21.
- PLSAS will address translation and interpreter needs for students and families when developing and providing instructional materials.
How we are providing direct instruction:
- Instruction will be provided by special education staff, including related service providers.
- PLSAS will address translation needs for students and families when developing and providing instructional materials.
- PLSAS will provide direct instruction through a variety of means consistent with the distance learning section of the MDE School Closure Guidance. This may include:
- Paper packets, learning bags or worksheets
- Virtual check-ins using Google meets or uploaded videos
- Online resources including IXL, NewsELA, BrainPop, RazKids, and other specific online resources to address IEP goals and objectives.
- Instruction and materials via Seesaw (E-5) and Schoology (6-12).
- As PLSAS moves into a distance personalized-flex learning model, paraprofessionals may provide support as directed by the case manager to support the student in making progress towards IEP goals and objectives. This will NOT include in-home instruction for the safety of our staff members. It is the case manager’s responsibility to make sure that instructional materials are provided that students can access through a distance learning model. Case managers can take into account the student’s learning environment at home, allowing for flexibility of when the materials are accessed.
How we are meeting due process guidelines:
- IEP teams will meet virtually to complete due process activities, including Google Meet and phone conferences.
- If an evaluation of a student with a disability requires a face-to-face meeting or observation, the evaluation would need to be delayed until school reopens. Evaluations and reevaluations that do not require face-to-face assessments or observations may take place while schools are closed, if the parent consents. These same principles apply to similar activities conducted by appropriate personnel for a student with a disability who has a plan developed under Section 504 or who is being evaluated under Section 504.
For questions related to special education/504 compliance or services, please contact the following staff members:
- Deb Anderson, Director of Student Support Services (952) 226-0033
- Kristen Laffe-Thao, Assistant Director of Special Education, Middle & High School: (952) 226-0034
- Whitney Swenson, Assistant Director of Special Education, Elementary School: (952) 226-0073
- Lori Parker, Early Childhood Special Education Coordinator: (952) 226-0986
Additional resources from the US Department of Education:
Additional Resources from the Minnesota Department of Education:
- Post notices on our ISD719 Indian Education Facebook page regarding available resources, emergency services and culturally relevant notices. This will also include spiritually uplifting material.
- Assemble non-perishable food donations for families in need. Each bag will include a tobacco tie to offer prayers and give strength during this difficult time.
- Consult with Beth Tepper at Shakopee Mdewakanton Education Services to discuss their online educational goals and plans. Will also discuss ways in which they plan to continue tutoring services.
- Work with the Middle Schools, High School and Bridges ALC counselors and other pertinent staff to ensure the needs of students are met. Several American Indian students receive tutoring and special education services. Twelve students are on track to graduate this year.
- Work with Elementary Schools by sending out suggestions and ways to implement culturally related training materials, activities, and resources.
- Send out culturally related learning opportunities, activities, suggestions and ideas to all American Indian families district-wide in place of weekly Native Nations groups. For instance, sugar bushing also known as maple syrup tapping would be a great outdoor educational family activity as the season is upon us now.
- Work with the American Indian Parent Committee (AIPAC) to prioritize forthcoming concerns from parents and adapt as necessary.
- Discuss ideas and innovative ways to implement future training materials.
- Continue to organize, implement and improve the American Indian Education program.
Ongoing modifications will take place as determined necessary as we prepare for distance learning.
- Before and After Care
- Broadband Access
- Care for Children of Emergency Workers
- Coronavirus (COVID-19) Information
- Food and Meals
- Health and Wellness
- Mental Health Support Resources
- Students Experiencing Homelessness or Housing Instability
- Employment and Workforce
All before and after care/school-age care programs provided in schools (either by the school district or charter or by a community partner) are suspended until in-person school resumes.
The district will identify and coordinate with any community partners that provide before- and after-care programs and we will send communication to families regarding their options for before- and after-care when they become available.
- Device deployment:
- 6th and 7th grade 1:1 iPads deployed on 03/20/20
- Elementary opt-in iPads deployed on 03/24/20
- Families that need/request WiFi access:
- Minnesota Office of Broadband Development resources:
The district will provide child care to district-enrolled students in preschool (age three by September 1, 2019) through age 12 who are children of emergency workers critical to the State’s response to COVID-19 defined under Tier 1. Verification of parent employment will include securing a letter from the employer or showing an employment badge.
Because school staff are so critical in providing care for emergency workers, our district will allow educators, who must report to buildings, to access the same care for children of families of emergency workers.
At this time, the district will provide transportation to and from the care upon request.
The emergency workers document also outlines “Essential Tier 2 Workers.” Beyond the Tier 1 emergency workers listed in the Governor’s Executive Order, these are other critical workers that are absolutely necessary for districts to consider. Care for children of educators, gas and electric utility workers, food distribution personnel, water treatment staff, and others outlined in the document is essential to ensuring the public continues to receive these vital services. Districts should make every effort to provide care for school-age children of workers in those areas if they are able to do so while adhering to the Minnesota Department of Health’s social distancing guidelines.
Beyond this list, we know that there are other critical workers that may request care for their children. Districts are highly encouraged to provide this care for families in professions that are deemed essential to the public if space and capacity allows. At this time, PLSAS is only providing care to Tier 1 emergency workers, along with PLSAS staff who must report to buildings. The district will continue to monitor attendance and will expand to Tier 2 and other critical workers if we can do so while adhering to the MN Department of Health’s social distancing guidelines.
There is no cost for child care services at this time. Child care hours are 7:00 am - 5:00 pm at WestWood/Edgewood schools. The Governor encourages school districts and charters to also provide extended care – before and after school hours – to students of emergency workers. If schools were previously providing this before- and after-school care service for a fee, they may continue to charge that fee. At this time, we will provide care from 7:00 am - 5:00 pm at no cost. Please understand that this may change and a fee will be charged if we extend child care hours in the future. Communication will be shared if and when child care hours are extended.
Kids’ Company childcare will be closed during spring break, March 26-27.
Starting March 30, we will continue to offer free childcare at WestWood and Edgewood Schools for children of emergency workers. We will also provide free childcare to PLSAS staff who are required to work in our buildings.
- Click here to sign up for childcare.
- Click here for a list of emergency worker positions.
- Scroll to the bottom of the page, under "Guidance for Districts and Schools"
Since we have not been informed of an end date to these childcare offerings, we have added dates through April.
Please keep your schedule as updated as possible so that we may better plan for staffing to accommodate the needs of the children who are with us.
To change your schedule:
- Log into Eleyo and go to Account Management.
- Under Current & Upcoming Contracts (right side of the page), select your child’s Emergency Childcare contract.
- On the contract page, select the Change Schedule button and then update the schedule as needed.
Our district will be providing care through licensed staff, paraprofessionals and Kids’ Company staff. Care staff will adhere to the MDH social distancing guidelines: https://www.health.state.mn.us/diseases/coronavirus/schools/socialdistance.pdf
COVID - 19 Screening Guidance for Emergency Child Care Centers
The district will use a screening tool when a child arrives for child care (drop-off) and will use it to assess for illness throughout the day: https://www.health.state.mn.us/diseases/coronavirus/schools/ccscreen.pdf
Registration for emergency child care will be completed online. Click here to register.
The registration will capture essential information about your child; name, grade level, medical needs, supports required, family contact information, and those authorized to pick up your child.
- Districtwide communications will come from the PLSAS communications department and will be sent to all stakeholders including: staff, parents, community, community partners and local media.
- Information will be sent via the main district communication channels including: email, website, social media, and our parent phone notification system, including text and voicemails.
- The district may also establish a dedicated phone line with up-to-date information.
- Districtwide messages will include - but will not be limited to - the following:
- School closure information
- The PLSAS Distance Learning Plan and PLSAS Distance Learning: Parent's Guide, which will be posted to the district website on the dedicated parent and staff Coronavirus web pages.
- How to access meals
- How to access childcare
- How to access mental health support
- School Communications will come from building principals and will be sent to all staff and parents in their respective buildings.
- Information will be sent via email, SeeSaw or Schoology, social media, as well as text and voicemails as needed.
- Messages will include, but will not be limited to, the following:
- How to reach school leaders Reinforce districtwide messages
- How students will be able to retrieve their belongings from school at the end of the year, if needed
- Student expectations (attendance, assignments, hours, due dates, etc.)
- Staff expectations for reporting attendance
- Reminder about Student Information System and how to sign up
Best Practices Around Health From MDH
Centers for Disease Control (CDC):
- Information on the Coronavirus
- Frequently Asked Questions
- CDC: Travel Health Notices
- Stop the Spread of Germs poster (English)
- Stop the Spread of Germs poster (Spanish)
MN Department of Health (MDH):
On behalf of Prior Lake - Savage Area Schools, LakerMarketplace would like to thank our wonderful community for your continued support during this uncertain time. We hope that your children have enjoyed some familiar foods and faces while navigating Distance Learning challenges. Thursday, June 4, 2020 will be our last day of meal service for this school year.
Because PLSAS will not be providing meals throughout the summer, we want to share several options for free meals.
The free Meals for Kids app helps families and kids locate free, healthy meals across Minnesota during the pandemic. The app is powered by GPS and shows locations of schools and other sites that are providing meals and meal packs, with days and hours for distribution. It also shows the distance and directions to the nearest site from your location. The app is updated daily.
Burnsville-Eagan-Savage ISD 191 and Shakopee Public Schools will continue to serve FREE meals to all children regardless what district they are enrolled in. For locations please visit their websites:
More resources from the MN Department of Education:
Looking for a meal site? Use these resources to find a Summer Food Service Program site near you:
- Download the Summer Eats Minnesota app to your phone or device.
- Call the 2-1-1 Hotline or from cell phones – Twin Cities Metro Area: 651-291-0211, Greater Minnesota: 800-543-7709, TTY: 651-291-8440.
- Call the National Hunger Hotline at 1-866-3-Hungry or 1-877-8-HAMBRE, available from Monday through Friday, 6 a.m.-9 p.m., Central Time.
Text "Summer Meals" to 97779. Spanish speakers, text "Verano" to 97779.
ROCK (Reaching Our Communities Kids) Open Pantry:
Monday's and Wednesday’s from 4pm-7pm
16511 Anna Trail, Suite E
Prior Lake, MN 55372
MN Department of Health, P-EBT Program
This program is for students in Minnesota who are normally able to get free or reduced price school meals. Apply through the MN Department of Health here and get up to $325 per child to spend on groceries.
In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.
Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.
To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:
U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410;
(2) Fax: (202) 690-7442; or
(3) Email: email@example.com.
This institution is an equal opportunity provider.
The PLSAS district is committed to the health and wellness of our students. We will ensure the short and long term health and wellness of District:
Talking to Children about COVID-19
Concern over this new virus can make children and families anxious. It is very important to remember that children look to adults for guidance on how to react to stressful events. If adults seem overly worried, children’s anxiety may rise. Adults should reassure children that health and school officials are working hard to ensure that people throughout the country stay healthy. Children also need factual, age appropriate information about the potential seriousness of disease risk, so the focus of conversation should be concrete instructions about how to avoid infections and the spread of disease. Teaching children positive measures, talking with them about their fears, and giving them a sense of some control over their risk of infections can help reduce anxiety.
Additional information and specific guidelines can be found at: Talking to Children about COVID-19
- Summer Reading 2020
- Reserve a computer
- Scott County Library COVID-19 Information
- Scott County Libraries are offering curbside pick up. Click here for more information.
- Read or listen to eBooks, eAudiobooks and eMagazines
If you or someone you know is in immediate danger of self-harm or harm to others, call 911. You may also contact the crisis response unit in your county: (952) 442-7601 (Scott County)
Prior Lake-Savage Area Schools High School and Middle School Counselors, School Social Workers, School Psychologists, and the Chemical Health Specialist are available to support students and families with mental health questions or concerns. If you have questions or are facing challenging times, don't hesitate to call for support. Your school counselors can be your first stop when concerns arise.
Online resources for students and families are updated regularly.
- Suicide Prevention (Scott Co. Crisis Line: 952-818-3702)
- Mental Health Wellness Tips for Quarantine (Prairie Care)
- Healthy Emotions (Telehealth)
Scott County Mental Health Center:
200 4th Ave West, Suite 300, Shakopee, MN 55379
The Mental Health Center is in full operation. We have 30 plus therapists doing tele-therapy and crisis assessments as needed.
- Allina Health
1601 St. Francis Ave, Suite 100, Shakopee
- Center for Africans Now in America
900 West 128th Street, Suite 101, Burnsville
No changes in service as of now. Therapists offer mental health counseling to help resolve behavioral, emotional or social problems- specialize with immigrant families.
- Behavioral Health Services
327 Marschall Road, Suite 101, Burnsville
Secure, private, tele-health (video) appointments are available with the majority of BHSI providers. If you have an appointment scheduled, patients can simply call the clinic to let them know you prefer a tele-health visit. This is even for new patients- only requirement is to send in paperwork ahead of time. In person visits are still allowed.
- Iris Reproductive Mental Health Services
1500 W. McAndrew's Road West, Suite 212, Burnsville
Have tele-health option— there are still a few providers seeing clients in the office. Clients are asked to not come in if they have been having symptoms, if anyone in the home is sick or have had potential exposure. Waiving cancellation fees at this time. Our therapists specialize in Reproductive and Perinatal Mental Health, Relationships, Parenting, Trauma, as well as life transitions, anxiety and depression.
- MyHealth Clinic
15 8th Avenue S., Hopkins
No changes due to COVID-19. MyHealth Clinic is still seeing mental health clients; however they are not allowing anyone with symptoms to be seen. Medical & Mental Health Services Serving Ages 12-26
- Park Nicollet Clinic
1415 St. Francis Ave, Shakopee
- Prairie Care
111 Hundertmark Road, #205, Chaska
Offering telemedicine the week of March 22nd for most, if not all service- timeline could change.
- Shakopee Dakota Clinic
2330 Sioux Trail NW, Prior Lake
Have launched tele-health for clients
Phone is answered 24/7
- Allina Health Mental Health & Addiction Services
Talk to your health care provider or call the Mental Health & Addiction Connection line, 866-603-0016, for any mental health or addiction service, question or concern, 24 hours a day, seven days a week.
- Scott County Mobile Crisis Services- Canvas Health
Option for tele-medicine if possible
- National Suicide Prevention Lifeline
- Crisis Text Line
Text only: 741741
- Mother- Baby HopeLine
(612) 873-HOPE (4673)
- Pregnancy and Postpartum Support MN
Call or Text 612-787-PPSM (7776)
- CDC: Mental Health and Coping During COVID-19
- SAMHSA: Coping with Stress during Infectious Disease Outbreaks
- SAMHSA: Taking Care of Your Behavioral Health: Tips for Social Distancing, Quarantine, and Isolation during and Infectious Disease Outbreak
- The Jed Foundation: Tips for Self- Care and Managing Stress
- The National Child Traumatic Stress Network: Parent/Caregiver Guide to Helping Families Cope with COVID-19
- Child Mind Institute: Talking to Kids about the Coronavirus
- Crisis Connection: 24-hour/day crisis and general counseling help line for suicide prevention, domestic violence, rape, depression and other issues.
- Scott County Children's Mental Health Resources: Scott County provides case management services to children with mental health conditions based on eligibility. Find additional information including parent resource groups.
- Metro Children's Crisis Response Services: Mental Health Issues and Crisis Support
During the planning period, PLSAS will:
- Understand the legal requirements for districts to support homeless students in having full access to education, which remain in full force and effect. In addition to MDE’s posted guidance for school districts on meeting these requirements, several technical assistance centers and associations also have guides for implementing these requirements, including the National Center on Homeless Education, the National Association for the Education of Homeless Children and Youth, and SchoolHouse Connection
- Follow social media accounts of and subscribe to the mailing lists for organizations that will consolidate and disseminate recommendations and resources to support homeless students throughout the pandemic, including the National Center on Homeless Education, the National Association for the Education of Homeless Children and Youth, and SchoolHouse Connection.
- Monitor evolving and emerging recommendations specifically pertaining to homeless students during the COVID-19 pandemic offered by SchoolHouse Connection and that may be available from other sources over time. Develop expectations for distance learning that do not require access to specific technology, including computers, telephones, or internet, and that specifies options for students who do not have access to these things.
- Implement expectations for distance learning that do not require students to check in or report attendance over video or audio connections, which may be infeasible in the setting where a student is located.
During the distance learning period, PLSAS will:
- Monitor emerging guidance or recommendations on supporting homeless students and implement changes as appropriate.
- Maintain regular contact with local public health departments, county or Tribal human services departments, and Continuum of Care planning bodies on ongoing or emerging needs and to connect to resources that may assist students and families experiencing homelessness.
- Anticipate increased student support needs related to anxiety and trauma related to the pandemic.
- Monitor participation and engagement of homeless students in distance learning (e.g., including both attendance and performance) as a distinct group, to help guide whether additional staff support, engagement, or assistance are needed for students experiencing homelessness.
- Schedule leadership-level reviews of the efficacy of distance learning plans and approaches for homeless students, and consider alternatives or additional support needs as part of that review.
- Melissa Knettel, Assistant Director of Student Support Services, will coordinate homeless-specific responses at PLSAS in collaboration with school social workers and building administrators.
- All school social workers and/or building principals will assess and monitor the living situations and other characteristics of students flagged as experiencing homelessness with the intent of providing the support needed for students to fully participate in distance learning. These situations will continue to be monitored throughout the distance learning period through routine communication between a school social worker and the family.
- All school social workers and building principals have a means to assess and, as needed, request necessary resources to support students flagged as experiencing homelessness.
- All school social workers and building principals have a means to assess and, as needed, recommend a designation to flag a student as experiencing homelessness under the criteria of the McKinney-Vento Homeless Education Assistance Improvements Act of 2001.
- As needed, transportation options could be deployed to meet basic student needs that would normally be met at school, such as delivery of meals, educational materials, or other resources.
If the school closure due to COVID-19 has impacted your employment, you can apply for unemployment benefits. The Minnesota Department of Employment and Economic Development (MN DEED) are taking steps to make the application process a little simpler for those affected. Click here for more information.
MN DEED knows that the COVID-19 pandemic creates a number of new challenges for businesses, workers, and government. MN DEED is working closely with the U.S. Department of Labor, the Walz-Flanagan Administration, and the Minnesota Legislature to take proactive steps to ensure the effects of the COVID-19 pandemic do not cause unnecessary burdens on employers and workers in Minnesota. Click here for more information from MN DEED’s COVID-19 response.