Student Support Services
- CIP Program
- Cultural Family Advocate
- Developmental Adapted Phy-ed
- English Language Learner
- Occupational Therapy
- Gifted and Talent Development
- Paraprofessional Teaching Assistant
- Reading Recovery
- Social Worker
- Special Ed Resource
- Speech and Language
The Communication Interaction Program (CIP) is a center-based program for students with special needs, primarily providing services for students with autism spectrum disorder in grades K-12. The CIP program provides a small classroom environment along with access to the mainstream classroom. Students in the program receive individualized academic and social skills instruction, as well as support in speech and language, adapted physical education, and occupational therapy.
Each teacher has his/her own voicemail number and an email which allows you to leave messages throughout the day and evening. For voicemail, dial 651-683-6969 and enter the correct extension. Please report any absences by e-mailing email@example.com or by calling the school attendance voicemail at 651-683-6969 ext. 85095.
Cultural Family Advocates (CFA) support the Achievement and Integration Plan by working with culturally and ethnically diverse students, to increase and support over all participation and academic achievement. These staff members advise school staff in understanding the culture and expectations of diverse families, and serve as a liaison between the school district and diverse families in facilitating an understanding of school culture and expectations.
Developmental Adapted Physical Education (DAPE) is a special education service that provides educational support for students with disabilities who cannot safely or successfully participate in the general physical education program. Students ages 3-21 who have a substantial delay or disorder in gross-motor development and who meet Minnesota State Developmental Adapted Physical Education criteria may receive this service.
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.
"Your chances of success in any undertaking can always be measured by your belief in yourself." -Robert Collier
2021-22 Identification Process
District 196 will screen all 2nd, 3rd and 4th grade students this school year. In addition to MAP math and MAP reading assessments, all 2nd, 3rd and 4th grade students will take the Cognitive Abilities Test (CogAT) in the winter. District 196 will collect data from MAP tests, CogAT tests and the HOPE teacher rating scale for gifted identification. Students already identified gifted in District 196 will remain identified. Letters will be mailed to the student's primary address if District 196 has determined a student will be identified gifted. District identification letters are planned to be mailed in late March 2022. Students do not need to be identified as gifted to participate in enrichment opportunities and to receive differentiated instruction for their advanced learning needs.
- Parent Resources
- Gifted and Talented Advisory Council (GTAC)
- Gifted Identification
- Service Model
- Frequently Asked Questions
Screening and identification process
District 196 conducts universal screening at a district level to find students who are demonstrating outstanding abilities and are capable of higher performance when compared to others of similar age, experience and environment. We use multiple criteria for a strengths-based identification.
We screen and identify students annually in grades 2 through 5.
- All second-grade and fourth grade students enrolled in District 196 are universally screened.
- In 2021-22, all third-grade students enrolled in District 196 will be universally screened as well.
- Students in grade 5 who are not previously identified but are demonstrating outstanding abilities may be identified by school request following a data collection process.
The identification process begins in October and ends in March. There is no screening available outside of this process. Notification will be mailed to the families of identified students in March. An appeals process will be available. Information about the appeals process will be posted in March.
Currently enrolled students
Gifted identification for currently enrolled District 196 students will consider the following multiple measure criteria:
- Assessment of cognitive abilities (Cognitive Abilities Test- CogAT 7)
- Assessment of academic achievement in reading and math (MAP)
- HOPE rating scale (Having Opportunities Promotes Excellence - HOPE)
- All data is locally normed for each school and grade level. District 196 uses local norms for identification.
If a student has been identified in another district or state, contact Teri Emery, K-8 GTD District Lead, Teri.Emery@district196.org, for information about documentation for identification in District 196.
Gifted and talented children are those students with outstanding abilities and capable of higher performance when compared to others of similar age, experience and environment. They have significantly different educational needs from their peers and require educational differentiation as a regular part of their school day to ensure they reach their full potential.
District 196 Gifted and Talent Development Service Model Goals:
- Enrich, enhance, and extend core classroom curriculum and instruction within the literacy workshop and math workshop blocks. Staff utilize critical and creative thinking strategies, problem-solving and inquiry to help students become independent investigators.
- Engage and empower learners across the full day
- Equip PLC (professional learning community) teams and individual teachers
- Empower collaboration among classroom teachers, GTD teachers, content coaches, parents, students, and community
Flexible and Fluid Tiered Service Model:
- Tier 1, Core classroom - Core classroom teacher, grade level PLC team, and GTD teacher
- Tier 2, Guided groups - Core classroom teacher, grade level PLC team, and GTD teacher
- Tier 3, 1:1 - Focused on individualized need - Core classroom teacher, and GTD teacher
- District 196 elementary schools cluster identified gifted students in grades 3-5. GTD teacher support cluster classroom teacher with differentiating for advanced academic needs in core instruction and in guided groups.
Students whose needs extend beyond the tiered service model may be referred for single subject and/or grade level acceleration.
Gifted and talent development services in District 196 is an inclusive, flexible and fluid model. A student does not need to be formally identified as gifted to receive support for their high academic and learning ability and/or high achievement needs. GTD services are provided through flexible grouping based on formative and ongoing assessment of student needs in the classroom based on the content and standards being presented at that time.
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.
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
- Are students identified gifted in middle school?
- Are students younger than 2nd grade identified?
- What are local norms?
- Why use local norms during universal screening?
- How can I prepare my child for the CogAT7?
- What is the Identification Process timeline for 2021-22?
- What if my child has an IEP?
- What is the HOPE teacher rating scale?
- Why are there so many different pathways for identification?
- Why are we identifying by strength area?
- Is identification ongoing? What about students in other grade levels?
- What if a student moves in from another district or another state?
- When will we get identification results?
- Why is my child taking the CogAT if they are already identified?
- Why are we clustering students in 3rd-5th grade?
- What if a student is not identified gifted but still demonstrates high ability or achievement in the classroom?
- What are the services in middle school and high school?
- If my child is already identified, will they need to be reassessed?
- Will the Pinewood model continue?
- Who do I contact for more information?
No, District 196 formally identifies in 2nd-5th grades. Gifted identification does remain with a student through middle school. District 196’s middle schools use a variety of a data beyond a student’s identification to determine appropriate instruction and class placement. Students who demonstrate advanced achievement do not need formal identification for advanced learning opportunities.
No, ISD 196 formally identifies in 2nd-5th grades. Kindergarten and 1st grade students who demonstrate advanced learning needs compared to their peers do not need formal identification for services. Classroom teachers use formative assessment to respond to advanced learning needs of outliers in their grade level. Kindergarten and 1st grade teachers communicate and collaborate with GTD teachers.
Local (or school) norms identify students within a local population who are demonstrating a need for additional services when compared to their same age peers in the same learning environment. Gifted services are designed and implemented at the school level. Schools and their student populations in District 196 are diverse and have individual needs. National norms compare student test results to same age peers across the nation. Recent national studies have found that the exclusive use of national norms leads to over-identification of certain demographic groups and under-identification of other demographic groups. Using local norms have shown to bring identification for gifted services across demographic groups to better represent the school’s student population.
The grade level teachers collaborate with the GTD teacher to expose the students to practice items provided by CogAT. The Cognitive Abilities Test measures reasoning and problem solving skills in three different areas: verbal, quantitative, and nonverbal. Reasoning skills develop throughout a person’s lifetime and at different rates for each individual. CogAT7 does not measure academic learning such as reading comprehension, math computation, etc.
For more information visit the CogAT website link.
- September - October: All 2nd - 4th graders take MAP Math and MAP reading
- December: All 2nd - 4th graders take CogAT7
- February: HOPE scale completed for all 2nd - 4th graders
- March: School Identification Teams meet to review data
- Late March: Notifications mailed to families of identified students
- April: Appeals process open
The HOPE (Having Opportunities Promotes Excellence) scale is research-based and has been through five validity studies across the nation since 2009. The HOPE scale was developed to identify academic and social/affective strengths of students from low-income and culturally diverse populations. The scale is part of multiple measures and pathways to identify diverse students for gifted services. Some students demonstrate strengths in the classroom but do not perform as well on standardized tests. Teachers will receive professional development on the HOPE scale before they assess students.
Identified gifted students have diverse strengths and needs. Few identified gifted students are high ability and high achieving in all areas. Multiple pathways provide opportunities for students to demonstrate their areas of strength. Multiple pathways are needed to identify twice exceptional students who need special education in addition to gifted services as well as students receiving ELD services.
The identification process in District 196 is ongoing during the elementary years. The formal identification process occurs once per year. Students will be informally screened by their teachers for strengths areas and high achievement on a daily basis through formative and summative assessments. Teachers will respond to students’ advanced learning needs through flexible grouping with differentiation. GTD teachers provide resources, strategies and support to classroom teachers to meet the needs of high ability students.
If a student moves into District 196 from another district or another state with a GT identification, then contact the district GTD Lead Teacher to share the student’s records that are appropriate to the gifted identification criteria. Gifted identification and criteria vary by state so it is not a reciprocal identification. Minnesota is a local control state so each school district determines their criteria and identification process for gifted. A student who is identified gifted in one school district will not necessarily be identified gifted in another school district. The student will need to demonstrate that he/she meets the school district’s criteria for gifted identification.
District identification results will be shared with each school in the spring. Families of students identified gifted will be notified by mail of the identification in late March. The Assessment Department and GTD strive to provide results to school administration and staff as soon as possible in the spring to inform decisions about classroom groupings for the next school year.
Formal identification will first occur in 2nd grade. Identified students are grouped together with like-ability peers in a grade level classroom matched with a classroom teacher who is prepared and willing to differentiate instruction to meet the learning needs of advanced learners in math and/or literacy. Cluster grouping is a cost effective model to provide full-time services to identified students as well as provide instructional support to students who are not formally identified as gifted but demonstrating need for advanced differentiation. A pull-out service model exclusively supports identified students with a limited amount of instructional support time. The GTD teacher who has limited time can focus on collaboration with cluster teachers to support students. Multiple research studies have shown that cluster grouping with professional development in differentiation challenges high ability students, improves the achievement level of all students, and weaves gifted education strategies into all classrooms when it is a schoolwide approach.
Gifted and talent development services in District 196 is an inclusive, flexible, and fluid model. A student does not need to be formally identified as gifted to receive support for their high academic and learning ability and/or high achievement needs. Gifted services are provided through flexible grouping based on formative and ongoing assessment of student needs in the classroom based on the content and standards being presented at that time.
District 196’s middle schools and high schools use a variety of a data beyond a student’s identification to determine appropriate instruction and class placement. Students who demonstrate advanced achievement do not need identification for advanced learning opportunities. For more information contact your child’s middle school or high school.
The Pinewood model has evolved to align with the District 196 service model. Identified gifted students in grades 3-5 will be placed in cluster classrooms. Cluster teachers have access to professional learning focused on meeting the needs of gifted students. The cluster teachers receive support from the Pinewood GTD teacher to best meet student needs.
District 196 uses cluster grouping as part of our GTD services in elementary schools. District 196 does not offer self-contained gifted classrooms.
Reading Recovery is a one time, short term reading and writing intervention for selected (*) first grade students that can run from 12 to 20 weeks. Students in this program meet daily with a specially trained Reading Recovery teacher for a one-on-one 30 minute lesson which includes reading, writing and letter/word work.
The Reading Recovery teacher models various procedures to teach and support each student’s use of strategic behaviors to help him/her problem solve text. The goal is for each child to be able to work independently and successfully within grade level reading and writing expectations.
(*) Students are identified for Reading Recovery support based on early student assessment and District 196 guideline qualifying scores.
Parents are welcomed and encouraged to observe one or more of their child’s lessons. When parents observe a lesson they are able to see how all the components fit together to support and stretch their child’s new learning. To find out more about this program please contact Shannon Park’s Reading Recovery teacher and/or go to www.readingrecovery.org
As a school social worker, my primary role is to partner directly with parents, students and teachers to assist children in reaching their full potential.
Through confidential consultation I am available to assist our families in the following areas:
Crisis Intervention-Provide support to families when locating housing, employment, food, financial and mental health resources as needs arise.
Individual Counseling-I will often meet with children to provide emotional support when they are experiencing stress in a specific area. This could stem from family, school, or a specific life event. I can assist parents and teachers to understand why the child is feeling these stressors and develop a plan to immediately help. Some examples of why I meet with children include
- Work completion
- Support military families experiencing deployment
- Child development
- Fear or anxiety regarding school
- Recent crisis at home (injury, illness, death, divorce, etc.)
- Mental health concerns
- Develop healthy friendships
- Social skill development
Group Counseling-I also provide group counseling to assist children both academically and socially. The primary goal of group intervention is that through shared experiences, peer support, and effective modeling, children can learn positive coping strategies to immediately provide assistance. Throughout the school year I often host the following educational support groups:
Social skills-The propose of this group is to help children develop appropriate social contacts and friendships.
- Grief and Loss-To help children understand and endure a death or significant loss within their family
- Family Change-For students who have experienced parental divorce or separation.
If you would like to arrange a confidential consultation, or if you have any questions, please call me at your convenience.
Resource teachers teach students who have been identified through the child study process and meet state criteria for the following categories: Specific Learning Disability, Other Health Disorder, Autism Spectrum. In addition we are consultants to both classroom teachers and parents. We are also members of the Child Study team working with the District evaluation team on initial evaluations. We work with students in small groups to provided systematic, direct instruction of academic or social thinking skills.
The Speech Clinicians work with students who have been assessed and diagnosed as having the following communication disorders, which interfere academically in some manner:
- articulation (sound production errors)
- language comprehension
- language expression
- fluency (stuttering)
- voice quality
- pragmatics (social language)
Our goal is to improve the speech-language skills of our students in order to enhance their academic and social-emotional growth.
Shannon Park Site Council is happy to bring you Grade Level Wishlists in support of our amazing Shannon Park Teachers. Each grade level wishlist will have links to frequently needed items which can be sent directly to Shannon Park and given to the teacher lead for each grade. Thank you for supporting Shannon Park students and staff!