Student Support Staff
- Center-Based Classrooms
- Resource Teachers
- School Psychologist
- School Social Worker
- Occupational Therapy
- Speech
- English Learner
- Talent Development
- Interventionists
- Nurse Finnigsmier
Center-Based Classrooms
The center-based Strategies program in our inclusive learning community foster high levels of learning in order to support our work of helping students in reaching their full potential. We build communication, functional, social, emotional, and behavioral skills in addition to the core academics, differentiated for individual students with social communication and self-regulation needs.
Resource Teachers
Resource educators teach students who have been identified through the child study process and meet state criteria for one or more of the following categories:
- Specific Learning Disability (SLD);
- Other Health Disorder (OHD);
- Autism Spectrum (ASD);
- Developmental Cognitive Disability (DCD), or
- Emotional Behavioral Disability (EBD).
The Resource teachers are also consultants to both classroom teachers and parents. They are members of the Child Study team working with the District 196 staff evaluation team on initial evaluations. They work with students in small groups or in the general education classroom through a co-teaching model to provided systematic, direct instruction of academic or social thinking skills.
School Psychologist
School psychologists work with a team of people to help students succeed academically, socially, and emotionally. School psychologists are trained in both education and mental health to know how to identify and lower barriers to learning.
For more information about school psychology, visit the National Association of School Psychologists website.
Resources for families are also available through the National Association of School Psychologists.
JENNIFER ZASKE
Titles: Psychologist
Email: Jennifer.Zaske@district196.org
Phone Number: 651-683-6890
VM 30630
School Social Worker
The social worker takes on many roles at Thomas Lake Elementary. They provide educational support groups, track student attendance and provide resource information for students and families in crisis.
The social worker provides supportive services to the students through group and individual work. Groups are designed to build self-esteem, while offering students opportunities to learn life skills such as, problem-solving, making appropriate choices and conflict resolution.
Students requiring individual attention may meet with the social worker for a few sessions to several weeks, depending on student need. Contact the school, if you are interested in having your child participate in a group or work with the social worker individually.
The social worker notifies the parents/guardians of their child’s attendance records. Regular school attendance is important for student’s educational and social development.
The social work position offers services to families dealing with transition or crisis. The social worker may assist families needing informational materials, strategies for school performance or to locate community resources.
Occupational Therapy
Speech
Speech teachers provide services to students who have significant needs in the area of communication. Communication disorders encompass:
- Articulation Disorders: difficulty producing speech sounds
- Language Disorders: difficulty with understanding and expressing thoughts and ideas.
- Voice Disorders: having an inappropriate pitch/quality of voice
- Fluency Disorders or Stuttering: Inappropriate repetitions of sounds, words or phrases
English Learner
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
- Parent Resources
- Acceleration
- Twice Exceptional (2e) Resources
- Talent Development Advisory Council (TDAC)
- Service Model
- FAQs
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:
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Universal screening assessments
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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 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)
- Grade Acceleration of Students in Grades K-8
- Complete this Form for Consideration of Grade Acceleration
Single Subject Acceleration
- Single Subject Acceleration of Students in Grades K-8
- Complete This Acceleration Form to Begin Your Request.
Early Entrance to Kindergarten
Frequently Asked Acceleration Questions
Why Are There Different Types of Advanced Learning Support?
What Is Enrichment in the Classroom?
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More complex problem-solving
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Advanced tasks within the same grade-level standards
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Open-ended or multi-step math problems
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Projects or investigations that extend learning
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Small-group instruction based on strengths (e.g., algebraic thinking, geometry)
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Focuses on depth, not skipping content
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Stays within grade-level standards
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Supports students who show advanced thinking in some areas
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Is flexible and responsive to student needs
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Often supported by Talent Development teachers in collaboration with classroom teachers
What Is Subject Acceleration?
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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)
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Moves students to higher-grade standards
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Skips or compacts some grade-level content
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Requires demonstrated mastery of current standards
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Includes ongoing monitoring and mastery checks
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Is considered an intensive instructional support within MnMTSS
How Do We Decide Between Enrichment and Acceleration?
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Universal screening results
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Classroom performance
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Above-level or mastery assessments
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Observation of problem-solving and reasoning skills
Does Enrichment Mean a Student Is “Less Advanced” Than an Accelerated Student?
Enrichment and acceleration serve different instructional purposes.
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Enrichment supports students who need more depth or complexity
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Acceleration supports students who need faster pacing and higher-grade content
Can a Student Move Between Enrichment and Acceleration?
Our Talent Development MnMTSS model is designed with on-ramps and off-ramps.
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A student receiving enrichment may later qualify for acceleration
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A student in acceleration may return to enrichment if instructional needs change
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Placement decisions are reviewed regularly and adjusted as needed
Is Subject Acceleration Permanent?
Acceleration is not a lifetime track. It is a placement based on current readiness and mastery.
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Are monitored for continued success
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Complete mastery checks
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May receive additional support or adjusted placement if needed
Why Doesn’t the District Just Use a “Gifted” Label?
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Focuses on developing potential over time
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Expands access to advanced learning
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Uses data to guide instruction
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Allows students to enter advanced pathways when they are ready—not just at one point in time
Who Can I Contact With Questions?
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Your child’s classroom teacher
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The school’s Talent Development teacher
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A school administrator
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District MnMTSS TOSA or coordinator
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Enrichment and acceleration are both valuable ways to support advanced learners
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Acceleration is not a reward or a label, but a response to instructional need
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Students may move between enrichment and acceleration over time
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Decisions are based on current data, not past placement or labels
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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)
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, 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.
TRISHA MILLER
Titles: Gifted and Talent Development Teacher
Email: Trisha.Miller@district196.org
Phone Number:
School: 651-683-6890
Interventionists
Nurse Finnigsmier
Healthy students are successful students
Our school staff provide a variety of services that support a healthy learning community. We are committed to providing students with health conditions access to their education by facilitating their independence and creating a community of support by working collaboratively with the student, their family and district staff. School nurses promote optimal student health for optimal learning.
ESTABLISH HEALTHY HABITS EARLY TO ENSURE YOUR CHILD’S SUCCESS
Instilling healthy habits and routines (adequate sleep/nutrition) and consistent attendance ensures a student’s success in school even as early as kindergarten. We know that too many absences/tardies, for whatever reason, can cause children to fall behind both academically and socially.
To help ensure healthy habits consult with your health care provider regarding well-visits and immunizations, as well as maintain good hygiene. Also:
- Get the appropriate vaccines.
- Wash your hands frequently.
- Practice physical distancing from members outside your household, when appropriate (staying more than 6 feet apart).
- Stay home if you are sick (so you do not spread the illness to other people).
- Use a tissue, or cough and sneeze into your arm, not your hand and turn away from other people.
- Use single-use tissues. Dispose of the tissue immediately.
- Wash your hands after coughing, sneezing or using tissues.
- If working with children, have them play with hard surface toys that can be easily cleaned and disinfected.
- Do not touch your eyes, nose and mouth with unwashed hands (viruses can enter your body from unwashed hands).
- Do not share cups, glasses, dishes, cutlery, cigarettes or cellphones.
- When recommended by public health authorities, wear a non-medical mask when in a public space and physical distancing cannot be maintained.
The school district will follow the guidelines from the Minnesota Department of Health for recommended exclusion and notification for vaccine-preventable diseases including coronivirus, mumps, measles, rubella, pertussis, diphtheria, viral hepatitis, chickenpox and meningitis. Families will not be notified and students are not excluded for lice, pink eye or strep throat.
COMMUNITY CLINICS
We are fortunate to have two community health clinics in Dakota County to support children and families who are in need of minor and routine health care services. Please see the links below if you are looking for routine physicals, sports or camp physicals, initial mental health screenings, and other basic health care needs. All families welcome regardless of insurance status.
- Diamondhead Clinic (Eagan, Burnsville and Savage)
- Dakota Child and Family Clinic (Dakota County)
