Student Support Services - Shannon Park Elementary

Cultural Family Advocate

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.

Meet the Advocates

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Developmental Adapted Phy-ed

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.

English Language 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.

Additional Information

Occupational Therapy

What role do occupational therapists play in the school setting?

Assess and determine students' needs
Assist in IEP process
Collaborate with educational team
Provide services based on student needs; in the areas of fine motor, visual perceptual, motor coordination, functional written communication, sensory processing skills
Skilled observations of students to determine modifications and/or strategies
Train and assist staff to implement strategies and techniques for improved functional independence
Develop adaptations and modifications for students in the educational environment.

Additional Information

Talent Development

"Your chances of success in any undertaking can always be measured by your belief in yourself." -Robert Collier

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.

Paraprofessional Teaching Assistant

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Psychologist

Social Worker

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.

Strategies Program

The Strategies program is a center-based program for students with special needs, primarily providing services for students with autism spectrum disorder in grades K-12. The Strategies 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 sp.attendance@district196.org or by calling the school attendance voicemail at 651-683-6969 ext. 85095.

Meet the Teachers

Special Education

District 196 Special Education is committed to equitable opportunities through high quality practices to accelerate growth for all students.

Equitable opportunities to accelerate growth

We provide a full continuum of services for students with disabilities. Our Special Education Department serves approximately 4,500 students who range in age from birth through 21. All schools in our district provide special education services with licensed special education teachers and offer intervention supports, evaluations and special education instruction.

District 196 offers a wide range of service delivery models. Most students receive services in their neighborhood school and, when possible, in their general education classroom setting.

Special Education is specialized instruction specific to the student at no cost to parents. The instruction is designed to meet the unique needs of a child with a disability. Children must meet specific criteria set by the State of Minnesota and the Federal Government to receive special education services. Special Education is an instructional service, not a place.

To receive special education services, a student must first be evaluated and meet state criteria. Once qualified, an Individual Education Plan (IEP) is developed for the student.

Resource Teachers

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.

Visit the District 196 Special Education page for additional information

Speech and Language

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.

Speech Resource Links

Speech Resource Links