Elementary Distance Learning 2.0

Elementary school students (grades K-5) will participate in distance learning from home five days a week. Students will NOT be divided into learning groups during distance learning. All students will participate in their full class schedule each day.  

Lessons are designed to meet the academic standards of each grade level. Students will learn through a variety of online and offline experiences including: 


Daily live, virtual sessions conducted via WebEx posted in Seesaw/Schoology 


Recorded, on-demand video lessons posted in Seesaw/Schoology


Hands on assignments and assessments posted in Seesaw/Schoology to do off-line

Students will have some flexibility to determine the best time, place, path and/or pace to complete their lessons. Teachers will also provide individualized attention to small or large groups of students through Webex learning activities. Teachers will check email and phone messages throughout the day during their work week and will usually respond within 24 hours. Teachers will be available to students and families during posted office hours and by scheduled meetings.



Peek of the Week (weekly schedules) for the upcoming week will be posted on Seesaw/Schoology the last school day of each week (typically Fridays at 4 PM). This communication will provide a broad overview of what to expect for the upcoming week and will allow students and families to prioritize and plan their work.


Elementary students will participate in a minimum of 60 minutes of live interaction with their teacher(s) every day. These 60 minutes will be broken up into shorter sessions throughout the day and may be with the entire class, a small group, or one-on-one with their teacher(s). Assignments and activities for the day will be posted or communicated to students/families by 9:00 a.m.















It is your child’s responsibility to participate in class and complete the work assigned by their teachers. Your child’s engagement in class and assigned work will count towards your child’s daily attendance. Teachers will report attendance in Infinite Campus by the end of each school day. Students will be marked present for active online engagement or direct interaction on a given day, such as:

    • Participation in a group interaction (WebEx)
    • Phone call or messages exchange between teacher and student or parent
    • Accessed Seesaw or Schoology during the day
    • Completion of assignments 

Grading and Assessment

Teachers will use the common building and district assessments. They will be administered in a distance learning environment. Teachers will use a variety of ways to assess students so they can show what they know. Student progress will be reported in Infinite Campus using the district Continuous Progress Reports. Teachers update student scores and grades in Infinite Campus on a continuous basis.  Student progress is reported formally twice a year. Progress is reported by using the following growth indicators:

             M = Meets Learning Targets
             D = Developing Toward Learning Targets
             N = Not Meeting Learning Targets
             X = Not Assessed or Taught at this Time

Per the current Minnesota Department of Education guidelines, required standardized tests such as MCAs will be administered.


Classroom and School Supports

Social-emotional learning is a critical component for student success, regardless of the instructional model. Lakeville Area Schools is committed to the social, emotional, and behavioral success of all students, especially during this unprecedented time. We recognize your child’s success will result from positive and predictable environments that cultivate connection and sense of belonging, teach skills to build resilience and navigate uncertainty, and detect struggles as they happen.

We recognize students are experiencing a variety of feelings and thoughts about the adjustments they will experience this school year, which can result in disengagement. Throughout the school year, buildings will monitor student progress for signs of academic, social, emotional, and behavioral struggles. If we detect emerging concerns, we will work with students and families to identify effective strategies and supports that promote engagement and student success.

Individualized Support Services

Special education students will receive services based on their Individualized Education Programs (IEP/ IFSP for Early Childhood students).  In some rare instances, students receiving special education services may be in need of additional in-person or online services based on IEP needs. The following data will be reviewed to determine if additional support is needed in order for the student to receive a Free and Appropriate Public Education (FAPE):
  • IEP goals and objectives
  • Related Service needs          
  • Federal Setting  
  • Positive Behavior Support plans
  • Progress on IEP goals and objectives during Distance Learning in the 2019-20 school year. 

Changes in Special Education services will be developed through discussion by the IEP team once school staff return to work.   

The district will follow state guidance regarding staff personal protective equipment (PPE) for all students who need personal and/or medical care.  
Lakeville Area Schools will meet MDE and federal requirements for English Learners. We recognize that students may have a variety of needs and we are committed to supporting these learners. Services will be provided based on a student’s level of language development and academic progress. Student assessment will be provided face-to-face in accordance with MDH/MDE guidelines.
Section 504 of the Americans with Disabilities Act protects individuals from discrimination based on their disability. To be eligible for protection, students must have a documented disability that impacts a major life function. School building 504 coordinators will review plans to determine if changes or updates need to be made for them to participate successfully in a Hybrid Learning Model or Distance Learning Model. If a student’s disability prevents them from complying with any safety measures required by the district, the district may request documentation of the need for an exemption from the student’s physician. The district will provide all required materials or supports to ensure students with 504 plans have equal access to the school environment.

For new 504 plans, the district may meet requirements under Section 504 of the Americans with Disabilities Act for evaluation and communication without a face-to-face meeting. 

We recognize that under Section 504 student may:
  • Have a disability that precludes them from wearing a face covering or other personal protective equipment
  • Require additional supports or materials to learn in a Distance Learning Model or Hybrid Learning Model
  • Be exempt from certain elements of a Distanced Learning model or Hybrid Learning model 
  • Not have met requirements for a Section 504 plan in the past but require accommodations to access learning in a distanced/hybrid model
School building homeless liaisons and the district McKinney-Vento coordinator will work collaboratively to provide an individualized plan of support for students and families experiencing homelessness. There are several key protections under the McKinney-Vento Homeless Assistance Act that will impact student learning in a Hybrid Learning Model or Distance Learning Model. 

We recognize that students experiencing homelessness or who are unaccompanied may need additional technology and resources to access learning, require additional time and support to complete online work or need to receive communication intended for parents/guardians. 

Students who are homeless or unaccompanied may not be prevented from enrolling in and beginning school if they are in a quarantine period due to moving from another state/country.

Children who are homeless are entitled to educational benefits including transportation and free breakfast and lunch and have the right to remain in their school of origin. If your family is experiencing homelessness, including living with another family or in a temporary living facility due to loss of housing or financial hardship, please call 952-232-2072 or email megan.reikowski@isd194.org.
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