Student Support Services
English Learner
English Learner
The English Learner (EL) program supports multilingual learners in acquiring the English they need in order to succeed in the classroom and beyond, in accordance with the State of Minnesota Guidelines and English Language Proficiency Standards. Incoming students are tested for English proficiency when entering District 196 schools, as well as periodically throughout the school year to determine progress and eligibility for continued instruction.
In EL settings, English learners are part of an English language learning experience where students engage in content study and English learning simultaneously. Students are grouped by proficiency level at the elementary through high school level and may or may not share the same native language.
Family Support Staff
Schools are an ideal place for students to receive the social, emotional, and behavioral support that are needed to adaptively cope with challenges and engage with learning.
Our mental health and wellness support team works in collaboration with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community. Through our work, we support diverse learners, promote positive behavior and mental health, improve academic achievement, and work to maintain a safe and positive school culture. In essence, we support students’ ability to learn and teachers’ ability to teach.
Please reach out to connect with us. You can also find mental health and wellness resources by visiting our website.
Gifted and Talent Development
- Parent Resources
- Twice Exceptional (2e) Resources
- Gifted and Talented Advisory Council (GTAC)
- Service Model
- Identification
- Acceleration
- FAQs
Parent Resources
Twice Exceptional (2e) Resources
Gifted and Talented Advisory Council (GTAC)
Join our Gifted and Talented Advisory Council and help shape the curriculum for future students. Visit our Gifted and Talented Advisory Council (GTAC) page for meeting information, dates and times.
Service Model
Flexible and Fluid Service Model:
Talent Development services in District 196 is an inclusive, flexible and fluid model. Talent Development services are provided through flexible grouping based on district assessments and ongoing assessments in the classroom which are based on the content and standards being presented at that time.
Click below for more information:
- Overview of District 196 Talent Development Services
- Talent Development in District 196 Middle Schools
- Identification vs. Labeling for Talent Development
Identification
Acceleration
District 196 recognizes that students with superior abilities may have their needs best served by grade acceleration or single subject acceleration. Grade acceleration or single subject acceleration will be recommended only after other appropriate program changes or modifications have been deemed inadequate to meet the academic and emotional needs of the student in the student's current grade placement. This determination will be made by an assessment team.
For more information- District 196 Acceleration Information
Grade Acceleration (grade skipping)
Single Subject Acceleration
- Single Subject Acceleration of Students in Grades K-8
- Request for Consideration of Single Subject Acceleration Form
Early Entrance to Kindergarten
FAQs
Q: How are advanced learning needs supported if students are not labeled?
A: Our district has adopted a strengths-based approach to Talent Development. This means we look at a broad range of abilities and potential across all students—not just those with a formal label—and provide services when students demonstrate readiness for enrichment or acceleration.
Q: How are my child’s needs assessed?
A: Student needs are assessed throughout the year using multiple data points, including:
- FastBridge screening (literacy and math, 3x/year for K–5)
- iReady math diagnostics (3x/year for K–5)
- Cognitive Abilities Test (CogAT, grade 4)
- Teacher input and classroom performance
Q: What role does the classroom teacher play?
A: Classroom teachers provide differentiated CORE instruction. They use assessment data to adjust instruction and challenge students appropriately within the regular classroom setting.
Q: What is the role of the Talent Development (TD) teacher?
A: The TD teacher is a secondary support, partnering with classroom teachers to:
- Support with the interpretation and use of student data
- Plan and support enrichment and extension opportunities
- Provide direct instruction during WIN time or in targeted groups
Q: What if my child’s needs change over time?
A: That’s expected! Services are flexible and responsive, based on current needs rather than permanent labels. Students may enter or exit support as their strengths and learning profiles evolve.
Q: What is the process used to determine placement in the fifth grade accelerated math pathway?
A: Placement in the fifth grade accelerated math pathway is a data-driven decision based on multiple measures to ensure appropriate placement.
The following data sources are reviewed:
- FastBridge: Assesses foundational math skills and readiness for acceleration.
- i-Ready Diagnostic: Provides insight into current performance levels and readiness for advanced content.
- MCA (Minnesota Comprehensive Assessments): Offers a standardized benchmark and helps validate other data points.
This multi-measure approach provides a comprehensive view of student performance, promotes equitable access, and ensures placement aligns with demonstrated strengths.
Q: Who can I contact with questions?
A: Please reach out to your child’s classroom teacher if you have questions about how your child is being supported.
