Student Support Services

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.

Rachel Kieltyka

School: 651-683-6969 x84323

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.

Mental Health and Wellness Resources website

Kristina Wolfe

Social Worker

School: 651-423-7846

Jessica Anderson

School Psychologist

School: 651-683-6969 x82613

Gifted and Talent Development

District 196 is committed to supporting student strengths, creativity, and higher-level thinking through our Talent Development Program. This program provides learning opportunities for all students, while offering additional challenges for students who demonstrate high levels of academic performance or potential.

We believe all students have talents that can be developed when instruction is matched to their needs. Our program is designed to provide students with different levels of support based on their learning needs—similar to how reading or math support works.

Districtwide, our talent development team provides:

Elementary

Differentiated instruction for all students.
Flexible WIN groups with extensions (supported by advanced learning and enrichment teachers)
Math instruction for grades 4-5 (supported by advanced learning and enrichment teachers)
Potential for acceleration for students who demonstrate the highest levels of academic achievement (98th percentile and above).
Intense specialized instruction designed to meet the needs of students requiring sustained and advanced challenge, including students identified as Twice Exceptional

Middle School

Talent Development teachers at every school
Grouping Advanced Learners in academics
Opportunities for Math acceleration
Enrichment Experiences in classes
Intense specialized instruction designed to meet the needs of students requiring sustained and advanced challenge, including students identified as Twice Exceptional

Talent Development contacts by school/location.

Parent Resources

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 student's academic and emotional needs in the student's current grade placement. This determination will be made by an assessment team.

Math Learning Pathways

Our schools offer multiple math learning pathways designed to meet students where they are and support continued growth over time. We use a Talent Development Multi-Tiered System of Supports (MnMTSS) approach, which means instruction is adjusted based on student readiness, progress, and learning needs—rather than fixed labels or permanent tracks.

Our Approach

We believe every student deserves appropriately challenging instruction. Some students benefit from deeper learning within their grade-level classroom, while others need instruction that moves more quickly or introduces higher-grade content. Our pathways are flexible, data-informed, and responsive, allowing students to move between options as their needs change.

Math Acceleration Options

Enrichment in the Classroom

Students remain in their grade-level math class and receive additional challenge and depth within grade-level standards. Enrichment may include advanced problem-solving, extended projects, and small-group instruction supported by our Talent Development teachers. This pathway supports students who benefit from greater complexity without skipping grade-level content.

Subject Acceleration

Subject acceleration provides math instruction at a higher grade level when a student has demonstrated mastery of current grade-level standards.

Single Subject Acceleration (SSA): One grade level ahead
Double Subject Acceleration (DSA): Two grade levels ahead

Acceleration is considered an intensive instructional support and includes ongoing monitoring to ensure students continue to thrive.

How Students Are Placed

Placement decisions are based on multiple measures, such as:

Universal screening assessments
Classroom performance and observations
Mastery and above-level assessments

This ensures students are placed in the pathway that best supports their learning at that time.

Flexible Pathways and Ongoing Review

Our math pathways include on-ramps and off-ramps. Students may enter advanced pathways when readiness is demonstrated and may adjust placement if instructional needs change. Acceleration is not permanent and is reviewed regularly to ensure continued success.

Our Commitment to Students and Families

Provide equitable access to advanced learning opportunities
Support growth without creating learning gaps
Maintain flexibility as students develop over time
Partner with families through clear communication

If you have questions about math pathways or your child’s placement, please contact your school for more information.

Grade Acceleration (grade skipping)

Single Subject Acceleration

Early Entrance to Kindergarten

Frequently Asked Acceleration Questions

Why Are There Different Types of Advanced Learning Support?

Students grow in different ways and at different rates. Some students benefit from deeper or more complex learning within their grade-level classroom, while others need instruction that is one or more grade levels ahead to continue making progress. Within our Talent Development MnMTSS framework, we use multiple ways to support advanced learners—rather than a single “gifted” pathway.

What Is Enrichment in the Classroom?

Enrichment means your child remains in their grade-level math class but receives additional challenge and depth in learning.

Enrichment may include:

More complex problem-solving
Advanced tasks within the same grade-level standards
Open-ended or multi-step math problems
Projects or investigations that extend learning
Small-group instruction based on strengths (e.g., algebraic thinking, geometry)

Key characteristics of enrichment:

Focuses on depth, not skipping content
Stays within grade-level standards
Supports students who show advanced thinking in some areas
Is flexible and responsive to student needs
Often supported by Talent Development teachers in collaboration with classroom teachers

Enrichment is appropriate when a student benefits from additional challenge but does not yet need to move to a higher grade’s math curriculum.

What Is Subject Acceleration?

Subject acceleration means your child receives instruction in math at a higher grade level than their current grade.

Types of subject acceleration:

Single Subject Acceleration (SSA): One grade level ahead
(Example: a 5th grader taking 6th-grade math)
Double Subject Acceleration (DSA): Two grade levels ahead
(Example: a 5th grader taking Pre-Algebra)

Key characteristics of subject acceleration:

Moves students to higher-grade standards
Skips or compacts some grade-level content
Requires demonstrated mastery of current standards
Includes ongoing monitoring and mastery checks
Is considered an intensive instructional support within MnMTSS

Acceleration is appropriate when a student’s learning needs cannot be met through enrichment alone.

How Do We Decide Between Enrichment and Acceleration?

Decisions are based on multiple data points, not a single test or label. These may include:

Universal screening results
Classroom performance
Above-level or mastery assessments
Observation of problem-solving and reasoning skills

We ask: What level of instruction does this student need right now to continue growing?

Some students may show readiness for acceleration in the future, even if enrichment is the best fit right now.

Does Enrichment Mean a Student Is “Less Advanced” Than an Accelerated Student?

No.
Enrichment and acceleration serve different instructional purposes.

Enrichment supports students who need more depth or complexity
Acceleration supports students who need faster pacing and higher-grade content

Both are valid, valuable, and responsive supports.

Can a Student Move Between Enrichment and Acceleration?

Yes.
Our Talent Development MnMTSS model is designed with on-ramps and off-ramps.

A student receiving enrichment may later qualify for acceleration
A student in acceleration may return to enrichment if instructional needs change
Placement decisions are reviewed regularly and adjusted as needed

This flexibility ensures students are not locked into a pathway that no longer fits.

Is Subject Acceleration Permanent?

No.
Acceleration is not a lifetime track. It is a placement based on current readiness and mastery.

Students in accelerated math:

Are monitored for continued success
Complete mastery checks
May receive additional support or adjusted placement if needed

This approach helps prevent learning gaps and supports long-term success.

Why Doesn’t the District Just Use a “Gifted” Label?

Research shows that labeling students early and tracking them permanently can limit access and flexibility.

Our Talent Development approach:

Focuses on developing potential over time
Expands access to advanced learning
Uses data to guide instruction
Allows students to enter advanced pathways when they are ready—not just at one point in time

Who Can I Contact With Questions?

If you have questions about your child’s math placement, enrichment opportunities, or acceleration options, please contact:

Your child’s classroom teacher
The school’s Talent Development teacher
A school administrator
District MnMTSS TOSA or coordinator

We value family partnership and are happy to discuss how we support your child’s learning.

Important Things for Families to Know

Enrichment and acceleration are both valuable ways to support advanced learners
Acceleration is not a reward or a label, but a response to instructional need
Students may move between enrichment and acceleration over time
Decisions are based on current data, not past placement or labels
Our goal is always to match instruction to where a student is ready to learn next

Twice Exceptional (2e) Resources

Talent Development Advisory Council (TDAC)

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, based on the content and standards being presented at that time. Learn more about Identification vs. Labeling for Talent Development

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.

School: 651-683-6969 x82411