Secondary Family Handbook

Academics

At South St. Paul Public Schools (SSPPS), our top priority is to create a safe, welcoming, and culturally inclusive environment for all students and staff. The Educational Services team aims to foster a learning environment based on mutual respect, problem-solving, and restorative practices among students and staff at every school. Our approach is informed by evidence-based research using a variety of strategies aimed at fostering a positive and supportive learning environment.

Executive Director of Educational Services
Amy Winter
(651) 457-9416
amy.winter@sspps.org 

Assistant Director of Educational Services
Natalie Tourtelotte
(651) 552-5563
ntourtelotte@sspps.org 

Instruction & Achievement Coordinator
Scott Sundstrom
(651) 552-5595
ssundstrom@sspps.org 

Packer Pathways

Our Mission with Packer Pathways is to ignite a passion in every learner to inquire, continuously improve, and engage in positively changing our world. This plan is dedicated to preparing each and every student for their future through high-quality, individualized programs, services, and personalized learning tailored to every stage of their educational journey. Covering early learning, elementary, middle, and high school, this comprehensive plan provides students with opportunities to explore real-world experiences, interactive discussions, guest speakers, enriching field trips, and flexible curriculum options, allowing students to fully engage with their learning paths. The development of the Pathway to Packer Promise is the result of extensive feedback from our stakeholders, ensuring it aligns with the collective goals and values of our learning community. Visit our website to learn more about the Pathway to Packer Promise experience!

Middle School

The curriculum for the 2024-25 school year at the Middle School level will build on the fundamental academic subjects that have formed the foundation of their academic journey so far. More targeted supports help students build skills on a more individualized level. In middle school, students will also begin to explore their interests and potential career paths with an introduction to Packer Pathways. Students will be immersed in hands-on experiences aimed at helping them discover their passions and where their strengths lie. This will better prepare them for curriculum choices in high school and beyond.

• Day One/Day Two Classes: Day one begins on the first day of school. In the event of school cancellation or other unforeseen events we will continue with the regular student schedule as if there was no interruption.
• Schedule Changes: All requests for schedule changes should be made before school begins in the fall. The only schedule changes that will be made after school starts are those that must be made due to an error made in a student’s schedule or changes that have the approval of the administration. No schedule change requests made by students or families will be made after the first week of the semester. 

High School

Students will continue to build on their fundamental academic subjects on a more individualized level that follows their personal strengths and areas that need focus. Students will begin more in depth exploration of Packer Pathways that will empower them to follow their own academic journey equipped with tools, resources, and individualized college and career preparation. On top of the Packer Pathways, students looking to enter the workforce after graduation will also have Career and Technical Education opportunities. Through partnerships with other school districts, and community colleges/trade schools, students will have the opportunity to learn trade skills with the potential to earn certifications while in high school.

Grades 9 - 12 Grading Average Scale

NG- No Grade Given
P- Pass- Indicates work meeting minimum requirements
I- Incomplete- Indicates the pupil has time to make up incomplete work (two weeks from the end of the marking period). Failure to do so will result in an “F”.
AU- Audit- Indicates the pupil took the course, but is receiving no grade.
IB- To come up with the IB grading scale multiply by a factor of 1.1

Grading options

• Auditing Classes (9th – 12th Only): Students may be allowed to audit a course for no credit. You must obtain permission from the teacher and assistant principal before you will be allowed to audit a class. You will also be required to complete a parent(s)/guardian(s) permission form that will be kept on file with your assistant principal.
• Incompletes: An incomplete (I) mark can be given if a student has been absent for an extended period of time and if there is reason to believe the student will make up the work. Incompletes must be completed within two weeks after the end of the grading period to get credit for the course. If not, the incomplete automatically becomes “NC”.  
• Independent Studies: Courses that are currently in our curriculum can be offered as an Independent Study for credit.  Students will be graded on a pass/fail basis in all Independent Study courses. Independent Study forms are available through the grade level assistant principal.
• Pass/No Credit: Graduation credit will be given but the Pass/No Credit grade will not be used to determine class rank or G.P.A.  
• Transferring of Credits: South St. Paul High School accepts credits and grades earned by students at other accredited schools. We will not accept any weighted credits unless they have been earned in I.B. courses. They will be awarded weighted credits that are equivalent to those given at South St. Paul High School.

Post Secondary Option (PSEO) and Other Credit Opportunities

Students who are interested in pursuing PSEO will need to register with the South St. Paul Secondary office before May 30th of the previous school year they wish to attend. It is the student’s responsibility to apply and register to the college that they wish to attend. All courses

must be pre-approved by South St. Paul Schools. Any courses dropped after ten days from the course’s start date will result in a failing grade on a student's high school transcript and follows the institution's policy on their college transcript. All credit earned will factor in the student’s GPA and class rank. Students attending college under Post-Secondary Enrollment Options are eligible to participate in extracurricular activities. South St. Paul Secondary eligibility rules apply.

For other Camps, Special Programs, and Online Learning- All credits must be earned from an accredited agency outside of South St. Paul. All courses must be pre-approved by South St. Paul Schools upon registration. The amount of credit that transfers back is determined by South St. Paul Schools. It is the student’s responsibility to provide information about the program and credits to the Secondary building.

International Baccalaureate Diploma Program

Students in grades 11 and 12 looking for a more rigorous academic program, SSP High Schools will continue to offer the International Baccalaureate Diploma Program (DP). The DP focuses on creativity, innovation, self-discipline, and the ability to function as part of a team. The Diploma Program consists of a common pre-university curriculum and a common set of external exams for students in schools throughout the world. It seeks to provide students with an international education that encourages an understanding and appreciation of other cultures and societies. More information can be found on the SSP High School website at https://highschool.sspps.org.

Concurrent Enrollment

In addition to the IB Diploma Program opportunities, SSP High School offers concurrent enrollment courses for students seeking college-level experience. These courses are college classes provided by SSP High School, taught by our own high school teachers. Students who successfully complete these courses will earn both high school and college credits from our partnering institutions.

Multi-Tiered Systems of Support (MTSS)

Our academic and student support team in each school includes teachers and educational support assistants, mental health professionals (counselors, psychologists, and social workers), and instructional leaders (administrators and instructional coaches). This team works collaboratively to provide high-quality instruction and intervention support to match each student’s needs. 

The framework for MTSS in SSPPS includes:

• Tier 1: Academic and behavioral support with differentiated instruction for all students in a general education setting.
• Tier 2: Targeted supplemental instruction and intervention
• Tier 3:  Intensive individualized instruction and intervention

For more information on the district’s MTSS model, connect with your building principal or visit our website at www.sspps.org/academics/mtss.

BUILDING ASSETS, REDUCING RISKS (barr)

BARR is a strengths-based educational model that provides grades 9-12 with eight interlocking strategies that build intentional relationships, utilize real-time data, and helps achieve academic and non-academic outcomes for each and every student. The BARR model allows staff to better understand and build on students’ strengths, proactively address the non-academic reasons why a student may be falling behind in school, and identify what resources they need and steps they can take to thrive. For more information on the District’s BARR program, contact your building principal or visit our website at www.sspps.org/academics/barr.

Talent Development and Advanced Academics

South St. Paul Public Schools offers a K-8 Talent Development and Advanced Academics program to provide equitable access in developing talents in students of all abilities, races, ethnicities, languages, gender, and socioeconomic circumstances. The program is designed to support and challenge students who demonstrate a need for additional academic enrichment and includes a variety of programs tailored to different grade levels.  This initiative is designed to not only identify, cultivate, and celebrate the diverse strengths of each of our students, but to also provide specialized opportunities and tailored support to help each student to reach their full potential. Through this program, every student can feel inspired, valued, and equipped to thrive.

Talent Development
Jake Knaus
(651) 552-3113
jknaus@sspps.org  

Catalyst Approach

The mission of the Catalyst Approach is to empower staff through professional development, observations and skill building to build a culture of relationship-building and equity in all our learning environments. Its vision is to have every student supported by leaders who understand, nurture, inspire, and encourage them.

Positive Behavior Intervention and Supports (PBIS)

PBIS is a framework that assists schools in identifying and implementing research-based behavioral interventions in an effort to improve social and academic outcomes for all students. PBIS is based on the idea that students learn appropriate behavior through instruction, practice, feedback, and encouragement. Key features of PBIS include: outlining a clear set of defined positive expectations and behaviors, the teaching of expected behaviors, recognition of meeting expected behaviors, monitoring and correcting errors in behaviors, and using data-based information for decision-making, monitoring, and evaluating results at individual school sites.

Special Education Services

Children with disabilities are eligible for special education and related services from birth to age 21 as defined in federal law, P.L. 101-476, Individuals with Disabilities Education Act (IDEA) and Minnesota State Board of Education Rules, Chapter 3525.0200. Families can expect their referral to be processed by the Child Study team in a timely manner and according to due process requirements. Contact your building principal or the office of Student Services, at (651) 457- 9496 for further information and assistance.

Home Schooling

The South St. Paul Public School District recognizes the right of the parent(s)/guardian(s) to decide the appropriate educational setting for their child. This may include the option of homeschooling. Homeschooling is an option for the parent(s)/guardian(s) to be the sole provider of the education of their child in all subjects. The only situation where an exception would be made is if a family objects, for religious reasons, to the course content in a health education class. In this case, health education could be taught as a single home schooled course, with all other courses taken at the school. In choosing this option, the adult family members are responsible for meeting the requirements as prescribed by the State of Minnesota. If you are interested in this option, please contact the District’s Enrollment Specialist at enroll@sspps.org.

Academic Awards

Honor Roll

Students will qualify for the honor roll based on the previous trimester grades.

• Gold Honor Roll - grade point average of 3.700 or above
• Silver Honor Roll - grade point average of 3.400 to 3.699
• Bronze Honor Roll - grade point average of 3.000 to 3.399

Gold Awards

Academic awards are given to South St. Paul Secondary students in recognition of their achievement while attending South St. Paul Secondary (Grades 10-12). Academic awards are based on the student’s academic achievement in the previous school year, and the earned grade point average (GPA) for that school year. Academic awards are given for the following criteria: 

• Academic Letter: A letter is presented for achieving at least a 3.700 GPA for one year (awarded for any one school year).
• Chevron: A chevron is presented for achieving at least a 3.700 GPA for a second year (does not have to be consecutive).
• Academic Pin: A pin is presented for achieving a 3.700 GPA for a third year at South St. Paul Secondary.
• Gold Medallion: A gold medallion will be presented at the Honors Breakfast in April to all seniors who have attended South St. Paul Secondary and have achieved a 3.700 GPA during 9th, 10th, and 11th grades and their first two trimesters of grade 12.
• National Honor Society: Students who maintain a GPA of 3.000 or better and excel in the areas of scholarship, leadership, service and character are eligible for selection into the National Honor Society.  Information will be sent to eligible students in January.

Scholarships

Each year during the first part of May, scholarships are awarded to graduating seniors at the Honors and Awards Banquet by the South St. Paul Educational Foundation.  During the 2024-25 school year, $605,000.00 in scholarships were awarded to students in the senior class. All necessary forms for applying for these scholarships and any questions regarding the scholarships can be answered by the Career Center Coordinator at (651) 306-3654 or the Educational Foundation at (651) 457-9440. The application process begins in February.

Graduation

A senior student must earn a minimum of 65 credits in order to receive a diploma from South St. Paul High School. The Board of Education allows seniors to participate in the ceremony if he/she has earned 63 credits by the end of the school year. It is the district’s expectation and the student’s obligation to have a pre-approved plan to complete missing credits by the end of the summer. This plan must be presented to his/her assistant principal. Students should have a meeting with their assistant principal to develop a plan for completion of credits on or before August of the graduation year.
If a senior student prefers not to be a part of the commencement exercises, they must notify their assistant principal four weeks before graduation. The senior would receive their diploma after commencement.  Participation in the commencement ceremony is a privilege. Violating school policies may result in the elimination of the privilege to participate in some or all of the commencement ceremonies. Decisions related to student participation and/or inclusion in commencement will include the superintendent and site administration.

Early Graduation Procedures

A student may petition before the start of their senior year to graduate early provided they can fully meet the graduation requirements at South St. Paul High School. Where mid-year graduation is granted, the diploma will not be granted until the spring commencement exercises, although the records will indicate graduation at mid-year.  

Graduation Awards

The following groups of students will be recognized at commencement:

• Students with an accumulative GPA of 3.700 or above plus the student must have taken 3 or more IB courses.
• International Baccalaureate Candidates
• International Baccalaureate Honors
• National Honor Society

Graduation Speech/Speakers

Commencement at South St. Paul Secondary features a student speaker, chosen to represent the graduating class. The guidelines below outline the process that will be used in choosing the speaker. 

• All Seniors who will be a part of the commencement ceremony, meaning they have met all credit requirements and have passed all state mandated tests, are eligible to participate in the selection process. Interested and eligible Seniors should contact an office administrator to indicate his/her interest. A Graduation Speaker Committee will be formed including office administration and teachers. Guidelines on writing the speech and selection criteria will be made available to each interested candidate. 
• Candidate(s) will be approved by the Graduation Speaker Committee. Members of the committee will not serve as mentors or assist in the writing or proofing of any of the proposed speeches by any of the candidates. Senior speaker candidates will be required to submit a typed, double-spaced audition speech ahead of their presentation to the committee. 
• Potential speakers will present their proposed commencement speeches to the committee. Notes or written-out speeches may be used. Trial readings will take place within the first 2 weeks of May. 
• Audition speeches are required to be well developed. During the selection process the committee will evaluate the following criteria: 
• Ability to communicate a message that is inspirational and represents our school in a positive manner.
  • Clarity of message
  • Speech length
  • Delivery
  • Eye contact
  • Body language

The finalist selected will be required to meet with building administration as the final speech is developed and polished. The final draft of the commencement speech that is to be read is due to the building principal by the 3rd Friday of May. The commencement speech will be between 3 and 5 minutes in length, with 5 minutes being the absolute maximum length. The speech should reflect the spirit of the class. Creativity of all kinds is strongly encouraged.

Title I 

As Title I schools, we must meet federal rules related to teacher qualifications as defined in Every Student Succeeds Act (ESSA). These rules allow you to learn more about your child’s teachers’ training and credentials. We are happy to provide this information to you. At any time, parents/guardians have the right to:

• Request information on the qualifications of your student’s teacher and whether or not the teacher received an emergency or conditional teaching certificate through which state qualifications were waived
• Know if your student is being taught for more than four consecutive weeks by a teacher not licensed in the area of instruction
• See progress reports for their student and the school
• Ask whether your child receives help from a paraprofessional and information about that paraprofessional’s qualifications
• Ask for a meeting with your school’s principal or student’s teacher at anytime

504 Plans

Section 504 is part of the Rehabilitation Act of 1973. Section 504 protects individuals from discrimination based upon their disability. The South St. Paul Schools, through its policies and practices, follows the nondiscriminatory procedures of Section 504. Parents wishing information concerning 504 planning should contact, Director of Student Services at (651) 552-5594. 

Homebound Instruction 

The school district provides instruction for students who have documented medical conditions that require the student to be confined to their home. A note from a medical authority must be provided with written verification confining the student to the home for a specific amount of time.  A teacher will be assigned to the student and one-hour of instruction will be provided for each school day.

Pledge of Allegiance 

Students may recite the Pledge of Allegiance to the flag of the United States of America one or more times each week. Pursuant to Minn. Stat. §121A.11, subdivision 3(c), anyone who does not wish to participate in reciting the Pledge of Allegiance for any personal reasons may elect not to do so. Students and school employees must respect another person’s right to make that choice. 

Statement of Family/Student Rights

Under the Family Educational Rights and Privacy Act, the Minnesota Government Data Practices Act, the Confidentiality of Information section of the regulations implementing the Education for all Handicapped Children Act of 1975, and the Data Management Policy of Independent School District (Policy 515) parent(s) or legal guardian(s), and eligible students have the following rights: 

• The right, if asked to provide private or confidential data, to be informed of:
  • the purpose and intended use of the data within the school system;
  • whether he/she may refuse or is legally required to supply the requested data;
  • any known consequences data; and 
  • the identity of other persons or entities authorized by state or federal law to receive the data. 
• The right to inspect and review the student’s education record. 
• The right to explanations and interpretations of the record. 
• The right to have a representative of the parent(s) or legal guardian(s) or eligible student inspects and reviews the records. 
• The right to exercise a limited control over other people’s access to the student’s education record. 
• The right to seek to correct the student’s education record; in a hearing if necessary. 
• The right to report violations of the rules and regulations, cited above, to the Department of Education. 

Students Experiencing Homelessness

The McKinney-Vento Homeless Assistance Act, part of the federal Every Student Succeeds Act (ESSA), ensures educational rights and protections for children and youth experiencing homelessness. To ensure that these children have access to educational programs, school districts are required to implement transportation provisions. School districts must within reason provide students experiencing homelessness with transportation to and from their school of origin. If you have questions about the McKinney-Vento Homeless Assistance Act, contact the office of Student Services, at (651) 457- 9496.

Attendance

School attendance is mandatory in the State of Minnesota in order to make certain that all children acquire the essential skills needed for success both in school and out of school. Developing good and consistent attendance patterns is one of the most effective ways to support a student’s journey towards graduation and lifelong achievement. 

Dakota County Guidelines

It is considered educational neglect if a student under the age of twelve has seven (7) unexcused absences. For students under the age of 12 years, the parent(s) or legal guardian(s) are responsible for the attendance of their child. When a child ages 12-17 reaches seven (7) or more unexcused absences, it is considered truancy and is required to be referred to the County’s Truancy Reduction Program. School administration will notify parents of students ages 12-17 when the student has three (3) unexcused absences.

Notification of Absence

Parents/guardians are to call the Attendance Line before school begins to report an absence. Please leave the student’s first and last name, teacher name/grade, reason for absence, and a name and phone number where you can be reached on the day of the absence. If you do not call the school or the school is unable to contact you regarding the absence, you must provide your son/daughter with a note when they return to school, verifying the absence. If your student will be gone (vacations, surgery etc.) or needs to leave for an appointment, please notify the attendance office ahead of time via a note or phone call to the attendance line.

If an absence has not been reported, the District’s notification system, ParentSquare, will attempt to call the student’s parent/guardian at the number listed in the Campus Parent Portal. 
A return call is expected to verify the absence. All absences are considered unexcused until verification can be made. Verification must be made within a reasonable amount of time. All absences are considered unexcused until verification can be made. At the Secondary Building, the automated attendance alert calling system will automatically place two phone calls to the parents/guardians, one in the morning and one in the evening, to notify them of their child’s absence regardless if the absence has been phoned in or not.

Secondary

• Attendance: (651) 457-9415
• secattend@sspps.org

CLC

• Attendance: (651) 450-9966

Doctor Notes 

Please make every attempt to schedule doctor/dentist/counseling appointments outside of the school day. Doctor/dental/counseling appointments may require a note verifying the appointment date and time, doctor’s name, and number for the student. Students must check in at the office when they return to school.

When a student’s absences (excused or unexcused) reach or exceed the education neglect guidelines (i.e., two or more absences per month or 12% of the membership days) the parent/guardian will receive a letter requiring a written doctor’s note excusing any future absences for the school year.

Tardiness

Tardiness is considered anytime a student arrives to class late without an excuse note from the office. Every three unexcused tardies equal one unexcused absence. Upon arriving at school after the second bell has rung, the student must report to the office for a pass. Students will not be allowed to report to class without a pass. At the elementary level, parents must come into school to sign-in their child.

Examples of Excused Tardiness

• Illness 
• Serious illness in the student’s immediate family 
• A death in the student’s immediate family or of a close friend or relative
• Medical or dental treatment
• Court appearances occasioned by family or personal action
• Physical emergency conditions such as fire, flood, storm, etc. 
• Any tardiness for which the student has been excused in writing by an administrator or faculty member

Examples of Unexcused Tardiness

• Oversleeping 
• Ride did not come 
• Babysitting 
• Missing the bus 
• Shopping 
• Parent work schedule 
• Out to breakfast
• Consistent early release: Although consistently picking up a child from school does not technically equate to a tardy, a child who is consistently missing parts of his or her day can impact the child’s overall education.  We ask that you pick up a child early from school for emergency or a doctor/dental appointment reasons only.  

Leaving Prior to the End of School Day

Please make every effort for your child to attend every minute of each school day when they are healthy. Habitually picking up your child early to avoid traffic or pick up other children at other schools should be avoided. Elementary staff are teaching students until the end of the student contact day and every educational minute matters. When making doctor or dental appointments, please ask for times before or after school is in session.

Excused Absences

The responsibility for excusing a child from school rests with the parent or guardian. The school reserves the right to accept or deny requests for excuses based on its policies.

Acceptable reasons for being absent as referenced in Student Attendance Policy 503: 

• Illness 
• Serious illness in the student’s immediate family
• A death in the student’s immediate family or of a close friend or relative 
• Medical, dental, orthodontic or counseling appointments (Please avoid school hours if possible)
• Court appearance occasioned by family or personal action
• Religious instruction not to exceed three hours in any week
• Physical emergency conditions such as fire, flood, storm, etc
• Official school field trip or other school-sponsored outing
• Suspensions are to be handled as excused absences and students will be permitted to complete makeup work 
• Religious holidays

Unexcused Absences

Unexcused absences are those student absences which are not approved by the parent and/or school district. 

Examples of absences that may be considered unexcused: 

• Families taking students out of school on a consistent basis
• Any absence in which the student/parent failed to comply with any reporting requirements of the school district’s attendance procedures 
• Work at home 
• Staying home to babysit 
• Oversleeping 
• Missing the bus 
• Loss of bus riding privileges 
• Too cold, or weather related - If school is in session, students are expected to be at school
• Needed at home 
• Medical, dental, orthodontic or counseling appointments that do not require a full-day absence

All absences not authorized by the parent/guardian or school are considered unexcused. 

• Any student who leaves school for any purpose without permission from the office will receive an unexcused absence
• Parents/guardians may not excuse a student for leaving the building if the office has not been notified prior to the student leaving
• Students who become ill must report to the Health Office for proper release. Failure to comply will result in an unexcused absence
• In some cases it may be required that a verification of illness from a doctor be presented to the school

Consequences of Unexcused Absences

Students with unexcused absences shall be subject to discipline in the following manner in accordance with MN Statute 260C.007 Subd 19 Habitual Truant.

1. Detention
2. Counseling Services

Withdrawals

Families will be asked to fill out a form before their last day of school. An official transcript will be mailed upon request to the school to which the student is transferring after completion of the withdrawal form. 

State law mandates a school must report to County Child Protection when a student drops enrollment from their district and does not re-enroll in another educational facility.

Secondary Class Period Absences

Any student who exceeds seven (7) unexcused absences in any class period could be placed on non-credit status. Prior to loss of credit an administrative conference must be held among the principal, student, parent and teacher if applicable. There will be an appeals process to review the absences for any unusual circumstances and to document absences for doctor or other specialist visits. An appeals process is in place for students/parents/guardians that feel extenuating circumstances should be considered prior to denying credit. The appeals group will consist of teachers and an administrator. A good practice to follow is to ask for notes from your doctor, dentist, etc. at the time of any appointment for future documentation. Special exceptions will be made for students with serious injuries, long term illnesses, family emergencies, or school approved absences. 

Appeals Process

At the end of the trimester, a student who is passing a course but has lost credit due to truancy will have the option to appeal the loss of credit. Appeal hearings will be scheduled during the last days of the trimester. The attendance appeals committee shall consist of a designated administrator, and teacher representatives. The student appealing the loss of credit is required to attend the hearing. If he/she does not appear for the hearing, the student will lose credit for the course. Parent(s)/guardian(s) may attend.  

Makeup Work

Following an absence, it is the responsibility of the student to find out assignments and to complete course work assigned. Students are expected to complete any missed assignments and assessments that result from an absence. Generally, students are given one (1) day to make-up work missed during a one-day absence. (The exception to this rule is when a test or assignment has been announced in advance while the student is in attendance and then they miss the day of the test or the date the assignment is due. In such cases, the student may be required to take the test and/or hand in the assignment the first day back in school).

School Safety and Security

South St. Paul Public Schools (SSPPS) is committed to the safety of every student, staff member and person who enters our buildings. From the time they arrive in the morning to the time they leave in the afternoon, the wellbeing of our students and staff remains our top priority. There are a number of key components that go into this work. 

District and school leaders continue to partner with local law enforcement and other agencies to plan, prepare, and implement a safe and supportive learning environment. For more information on the District’s Safety and Security work and the Standard Response Protocols we have in place, visit our website at www.sspps.org/departments/buildings-grounds/safety-security.

Communicating Emergencies

SSPPS places a high value on the connections we have with students, families, and the community. We communicate in a variety of ways to help grow these important relationships. While the district strives to be proactive, accurate and timely in communication with families and our greater SSP community, there may be times when circumstances dictate longer notification or response times. There may also be certain information that the district is unable to share due to data privacy reasons. The district will use a variety of communication channels when there is a need to move into a Lockdown, Secure, Evacuate or Shelter:

• ParentSquare (texts, emails, phone calls)
• Website
• Social Media (when warranted)

The district will not typically communicate with families when there is a need to move into a Hold as those are usually low level incidents where classrooms operate as normal, but hallways are kept clear to allow staff or medical personnel to deal with a situation. To ensure you are receiving messages from the District, please make sure your contact information is up-to-date in the Campus Parent Portal.

Emergency Drills

Each school is required, per MN Statute, to perform five lockdown drills, five fire drills, and one  severe weather drill each school year. One lockdown and one fire drill must each be completed within the first 10 days of school.

The primary objective of a drill is for participants to build muscle memory, and practice an action to use in various events or situations. A secondary objective is for school staff to validate procedures, clarify roles and identify operational process gaps. Drills are for staff and students, and are educational opportunities to practice life safety skills. For example, an evacuation drill is conducted at schools worldwide regularly. A fire alarm goes off, students line up and head outside. There is no trauma in these events because there is no simulation of a threat or hazard. Schools do not light fires in the hallways to simulate an evacuation due to fire. Lockdown drills are similar. There is no simulated violence needed to conduct them. The only information needed is for the protocol to be enacted, “Lockdown, locks, lights, out of sight,” and then students and staff perform the proper functions.

Evacuations/Reunification

In the event building and district leaders make the determination to evacuate a school to another location due to a severe fire or other inhibiting emergency, district leaders will communicate the evacuation plans and options families have for their student’s safe release home. Photo IDs will be checked and only adults previously listed as emergency contacts will be allowed to take students from the evacuation areas. Students will only be released to a non-family member with approval by a parent/guardian. 

Emergency School Closings

All unscheduled school closings, late starts and early dismissals due to severe weather, extreme cold or heat, or other emergencies, will be shared with families through the district’s electronic messaging system Parent Square, the district’s website (sspps.org), district social media accounts, and through local news media. Families are encouraged to have alternate plans in place for possible emergency school closings.

In accordance with district policy, decisions to cancel or shorten the regular school day are made by the superintendent or his designee, in consultation with other staff. Consultation may also include City of South St. Paul personnel, our transportation providers, and neighboring school districts, as appropriate.

The most compelling reason for closing schools involves the safety of students and employees. Decisions about school closings, early releases, and late starts will be made as early as possible to allow for appropriate notification. For more information, visit our website at www.sspps.org/newsroom/emergency-closing.

NOTE:  Please ensure your contact information is up-to-date in the Campus Parent Portal.

Emergency notification methods:

• Automated voicemail
• Email
• Text message
• District website
• Social media (Facebook and Twitter)
• Radio: WCCO 830-AM
• Television: WCCO Ch. 4, KSTP Ch. 5, FOX 9 KMSP, and KARE 11

Late Starts and Early Dismissals

Late starts and early dismissals are inherently difficult for many programs and families. With this in mind, administration will do their best to keep these to a minimum. Early dismissals will be determined as conditions dictate. All families should have a contingency plan for their children in the event of school closings. 

In the event of a LATE START, unless otherwise noted:

• Morning Adult Basic Education (ABE) classes are canceled.
• Kids’ Choice will start late, in accordance with the emergency announcement (e.g. two hours late)
• Central Square Community Center/Community Education will start late, in accordance with the emergency announcement (e.g. two hours late)
• All morning Early Learning programs and classes (including community preschool, ECSE, ECFE and home visits) are canceled.

In the event of an EARLY DISMISSAL, unless otherwise noted:

• Afternoon and evening Early Learning programs and classes (including community preschool, ECSE, ECFE and home visits) may be canceled. 
• Afternoon and evening Adult Basic Education (ABE) classes may be canceled.
• After school Kids’ Choice will be closed. 

Evening cancellations

Decisions to cancel after-school and evening activities will be made by 3 pm, if possible, and are not necessarily tied to a school closing.

E-Learning

E-Learning Days occur when the district or a specific school must close due to inclement weather or other emergency situation. Students will learn from home through a variety of lessons communicated through the student’s school or teacher(s). Specific details regarding the expectations for the given E-Learning Day will be shared when the emergency closing is announced.

Asbestos 

The Asbestos Hazard Emergency Response Act (AHERA) requires that the district notifies building occupants annually regarding asbestos-related activities. Until the late 1970s, asbestos was commonly used in building materials, such as floor tile, fireproofing, and insulation. In the late 1980s, all school buildings were inspected for asbestos-containing building materials by EPA-accredited inspectors.  Based on the results of these inspections, management plans were developed for each school where asbestos was found. AHERA also requires that districts conduct periodic surveillance inspections every six months to evaluate the condition of asbestos-containing materials, and to re-inspect buildings every three years to re-quantify all remaining asbestos-containing materials.

Indoor Air Quality

To help maintain our healthy school environment and comply with requirements established by the Minnesota Department of Education, SSPPS has developed and implemented an Indoor Air Quality Management Plan. Inspections of district buildings are performed annually to detect problems and help prevent future problems from occurring. General information regarding school indoor air quality is also available from the Department of Health at www.health.state.mn.us/communities/environment/air/schools/

Lead in Drinking Water

SSPPS conducts Lead in Drinking Water testing per the Minnesota Department of Health’s “Reducing Lead in Drinking Water: A Technical Guidance for Minnesota’s Schools” publication, and Minnesota Statute 121A.335. If results of any test are over the EPA-established action level for lead, the affected fixtures are taken out of service, repaired, or replaced, and then re-tested to verify the repair or replacement was effective. Some fixtures are not meant for drinking water, like bathroom sinks, custodial slop sinks, lab sinks, or most hose connections, so those are not routinely tested. Please only take water for drinking from hallway water fountains and bottle fillers, break room sinks, elementary classroom water fountains, or other fixtures that are clearly meant for drinking water.

Pesticides/Herbicides Application

As needed, SSPPS applies certain pesticides and herbicides on school property. To be notified prior to pesticide or herbicide application, contact the Buildings and Grounds Department.

Herbicides- Because of such variables as weather, it is difficult to predict the day on which herbicides will be applied. The district generally applies only one herbicide (i.e. dandelion preventer). It is applied twice yearly in June and August, during times when there is no scheduled use of the affected area.

Pesticides- Because the district applies pesticides only on an as-needed basis, it is likewise difficult to predict exactly when they will be applied. The district contracts with a pest elimination service to inspect each building monthly. Category IV pesticides are applied only in affected areas, on average twice per year in each building, and always on non-school days. Category IV pesticides are in the least harmful category, and are not regulated by state notification laws.

More Information

Testing and reports  are public information, you can receive a copy or learn more about the health and safety notifications in this handbook by contacting the SSPPS Buildings and Grounds Office at (651) 457-9431 or mfenton@sspps.org.