FAQ and Resources

Based on public health official’s evolving knowledge and understanding of the virus, the MN Safe Learning Plan has been updated so that elementary schools reduce the use of county data as a singular determining point when considering their learning models, and mitigation strategies are increased to help get students back in classrooms while keeping students, families, educators and staff safe.

The Governor said he believes schools are the safest and best place for many of our children to be and believes we now have the experience, knowledge and the resources necessary to make schools not only an emotionally and academically safe place, but a physically, health-wise safe place for students to be. All schools must now implement new safety requirements and virus mitigation strategies, including reduced social distancing, implementing a “rolling start,” regular site testing of COVID-19 for all on-site staff, and instructional staff are to wear both a mask and a face shield when interacting with students, among other protocols. 

Prior Lake-Savage Area Schools is following all recommendations from the Centers for Disease Control (CDC). Click here for the CDC’s latest guidelines for international and domestic travel.

If the Minnesota Department of Health and the Minnesota Department of Education communicate that the MN Safe Learning Plan is no longer needed and public health officials determine we are able to return to normal at some point this school year, we will work with public health officials on a plan to transition students back to school for in-person learning when we are able to safely and logistically do so.

If your family situation changes during the school year due to COVID-19, please contact your building principal to discuss scheduling.

Approximately 15 students, depending on the size of the classroom. The number of students in a classroom during Hybrid learning days will be at a reduced room capacity. Smaller sized classrooms will have fewer students and larger classrooms (ie. gyms, multi-purpose rooms) will have more students.

We will be offering some after-school activities with limited enrollment. 

Hybrid learning will look different across the state because models are based on staffing, transportation and building capacities of individual districts.

In-Person and Hybrid Learning models will be identical due to the ability to expand our program throughout our new building and operate classes at a reduced capacity. As a result, Bridges ALC students will not be divided into A/B groups. Bridges will hold Flex days (a.k.a. Jump Days) on Wednesdays when students will be released from school two hours early and they can continue their learning from home.

Because of the need for social distancing, every child cannot be at school at the same time. That’s why the Hybrid learning model designates students into two groups: A and B. The district has created balanced groups that keep siblings together. In order to maintain balanced groups, we will not be able to accommodate group requests or changes. A/B groups are posted in Infinite Campus.

The AB Flex AB model is being implemented to ensure an equitable amount of instructional days during the course of the school year for students in both cohorts. This model maximizes the number of days students are in-person learning. The AA Flex BB model would mean that some students would have 5 days in a row without any in-person class time.

Most Wednesdays will be Flex Days where the majority of students attend at-home and complete teacher-assigned work remotely (attendance will be taken). Some students would attend school in-person for individual or small group student interventions, enrichment or specific classes. Students who are in-person on a Flex Day will be released from school two hours early and they can continue their learning from home. Cleaning and disinfecting will be done daily, multiple times a day, not just on Flex Learning Days.

Students participating in Flex Days will be determined on a case-by-case basis, in consultation with their teacher(s) and administration.

If parents complete the COVID-19 Student Daily Return to School Checklist for their student and their child ends up feeling symptomatic at school, we would follow all steps outlined on the MN Department of Health Decision Tree. 

ELEMENTARY

• The learning outcomes for the day are consistent with a traditional school day. The sample schedule outlines an example of what a student's day might look like in the elementary DLA. The DLA teacher will structure the day based on distance learning best practices and this will be communicated to students and families well ahead of time.

SECONDARY

• The secondary schedule will follow the 6 period day (approximately 50 minute classes)
• DLA students will follow the same schedule that they would in the in-person or hybrid learning models.

Elementary DLA classes will be composed of students from multiple “home” buildings, depending on demand for DLA. The elementary DLA students will be taught by a licensed PLSAS teacher, but not necessarily by a teacher from the student’s home school. If a student chooses to exit the DLA, they will be assigned to a class in their home school. For grades 6-12, DLA students will have the same teachers as Hybrid students.

Kindergarten DLA will have a combination of “live” and recorded lesson times scheduled throughout the day. Whole group lessons (ie. Morning Meeting) and Small group lessons will be the base learning format for students. The DLA teacher will structure the day based on distance learning best practices and this will be communicated to students and families well ahead of time.

Students enrolled in Postsecondary Enrollment Options (PSEO) will need to connect with their school counselor at PLHS, and with their post-secondary institutions for more information and specifics.

There will be consistency with curriculum outcomes, academic standards, and learning resources. Lesson plans are developed by the classroom teachers and pacing is determined by the teacher as well, given the students’ readiness to move on to new content/materials.

If the district is allowed to safely transition to In-Person learning as part of the district “dial” and the MN Safe Learning Plan at some point during the school year, students who are enrolled in the DLA will stay in the DLA. This is to allow for proper staffing ratios as we transition out of a more restrictive learning model, and also allows for greater consistency for students if case rates indicate we need to move back into a more restrictive model again.

Yes. In a Hybrid model, transportation will be set to 50% maximum capacity. Watch our video for more details. 

We ask that students maintain a social distance of six feet while waiting at bus stops and have their face covering ready to wear while riding district-provided transportation. The bus driver will load the bus from back to front to limit the number of students passing by others. There will be an X on seat spots that are not to be used for social distancing. Siblings should sit together, if possible. When students arrive at school, students sitting near the front of the bus will get off first. At the end of the school day, busses will be loaded from the back to front. Watch our video for more details. 

Yes. We will disinfect our vehicles between every route and clean high-touch areas as often as possible. Windows will be partially opened for extra ventilation as weather permits. Watch our video for more details. 

All K-12 students will be assigned to Day A or Day B.

• Some students will receive all of their Special Education services on their Hybrid in-person school days (example: A Day student receives all Special Education services while they are attending school in-person on Monday and Thursday).

• Some students will receive Special Education services on their Hybrid in-person school days and Hybrid in-person on the Flex learning day (example: A Day Student would attend school in-person on Monday and Thursday as well as Wednesday Flex Day).

• Some students will receive Special Education services on both their Hybrid in-person school days and Hybrid home days (example: A Day Student would attend school in-person on Monday and Thursday and would receive instruction via distance learning from home on home hybrid days).

• Center-based students, with more comprehensive needs, may receive Special Education services on both Day A and Day B with Hybrid home distance learning on the Flex day (example: A Day Student would attend school in-person on Monday and Thursday and attend all classes, the student would attend school in-person on B days as well, but would only attend classes within center-based program and access general education course via online).

The following data will be used to determine additional Special Education support on the Flex day: IEP Goals and Objectives, Related Service needs, Federal setting, Positive Behavior Support Plan, and Progress on IEP goals and objectives during Distance Learning in the 2019-20 school year.

Elementary Special Education services will be provided via push-in to the General Education classroom or small group in a separate space. Elementary Special Education teachers will collaborate with General Education teachers to provide accommodations and modifications, and to provide access to activities and resources via Seesaw, IXL and Reading A-Z.

Secondary Special Education services will continue to be provided during their scheduled Special Education courses (co-taught classes, small group English or Math, seminar or other identified special education course). Secondary Special Education teachers will collaborate with General Education teachers to provide accommodations and modifications.

Students will receive all services online/distance learning. The current hybrid model at the secondary level will provide increased structure from last year which will allow Special Education distance learning services to be layered. During each class period students at home via Distance Learning Academy will have the opportunity for live/synchronous instruction with teachers each class period, each day along with instructional resources and assignments via Schoology. Students will receive daily teacher contact.

Hybrid and In-Person Early Childhood Special Education services will look the same with classes and schedules set up to meet the health and safety guidelines set up by MDH. Distance learning services are an option for all ECSE students. All ECSE students will continue to be assigned a case manager to coordinate Special Education and related Direct and Indirect services. ECSE teachers will collaborate with General Education teachers to provide accommodations and modifications, and to provide access to activities and resources via Seesaw.