Support Services
Committed to fostering the success of all learners.
We value all aspects of student development, including personal, social and academic growth. The goal of Student Support Services department is to equip students, parents, and school staff with the skills, tools, and services necessary to foster the environment needed for students to find personal success.
Coaches/Title I interventionist
Coaches/Interventionists work in collaboration with classroom teachers to support students' academic needs.
Title I is a funding source that provides resources for schools to assist in meeting students’ needs. Assessment data is used to determine student needs and intervention services.
Click here for more information on Title I and how to get involved.
English Learner
The English Learner (EL) program is for the instruction of students of limited English proficiency in the following English language skills: reading, writing, listening and/or speaking. The students we serve have first learned a language other than English and/or come from a home where another language is often spoken.
The EL students at Glacier Hills Elementary School of Arts & Science represent a wide variety of language groups. We have students whose first languages include Arabic, Chinese, Hindi, Russian, Spanish, Somali, Tamil, Telugu, Turkish and Vietnamese. In the 2020-21 school year, there are 34 different home languages represented at our school!
Talent Development
Academically 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.
These services are available at all elementary and middle schools.
Talent Development contacts by school/location.
- Parent Resources
- Twice Exceptional (2e) Resources
- Talent Development Advisory Council (TDAC)
- Service Model
- Identification
- Acceleration
- FAQs
Parent Resources
Twice Exceptional (2e) Resources
Talent Development Advisory Council (TDAC)
Join our Talent Development Advisory Council (TDAC) and help shape the curriculum for future students. Visit our Talent Development Advisory Council (TDAC) 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.