Academics
Experiences. Opportunities. Expectations
Academics (along with Art and Athletics) is one of District 196's three cornerstones. Here at Parkview we integrate these elements in core classroom instruction, outside-of-class opportunities presented by our specialists and after-school programs, and our Physical Education experiences.
On this page you'll find out more about our grade-level classroom instruction, but also check out our Arts and Activities pages to get a look at each of the three pillars of our programming.
Parkview Elementary is committed to high levels of learning for every child, every day. Once inside our welcoming school, you will quickly realize what makes us one-of-a-kind. Our collaborative learning environment fosters a family-like community.
Kindergarten
Parkview features a full-day kindergarten program. Literacy is our largest block of time with aspects of listening, speaking, reading and writing integrated with social studies concepts for about half of the day. Math is scheduled for a little over an hour as well as additional time for science or social studies enrichment. Specialists in areas such as Art, Gym, and Music will be offered similar to other grades and of course, time for lunch and recess. It is a full day with a varied routine which allows for large group, small group work and independent learning time.
While we look forward to the instructional time to lay a solid foundation for learning it is much more than academics. It is time to develop confidence, self-regulation, problem-solving and social understandings. As children continue to develop a sense of self they also to begin to understand differences. All of this is important as they become active learners in their environment. Learning for them is a social process where children learn through play, exploration and inquiry.
Welcome to Kindergarten at Parkview! Watch our video from the Kindergarten Open House.
Grades 1-5
The core curriculum for elementary-aged students is grounded in Minnesota state standards with a focus on math, science, social studies and English-language arts/literacy. The language arts curriculum encompasses the areas of literature, informative texts, writing, speaking, viewing, listening, media literacy and language skills. Integrated units of study contain both literature units and informational text units.
Literature units include a community unit (character development); author unit, and illustrator unit. The informational text units integrate nonfiction reading with science and social studies content, allowing students to conduct thoughtful research that includes reading, writing and publishing their findings. The math curriculum emphasizes key state benchmarks for each trimester as students work toward mastery.
Curriculum for specialist areas beyond the core classroom is also aligned to state and national standards.
Special Services
Your children may work with many more educators than just their classroom teachers. These staff focus on the individual needs of our students.
- Cultural Family Advocate
- English Language Learning
- Talent Development
- Instructional Coaches
- School Psychologist
- School Social Workers
- Special Education
- Speech & Language
- Intervention and Title I
Cultural Family Advocate
English Language Learning
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
- 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 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)
- 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?
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:
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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)
Key characteristics of enrichment:
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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
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:
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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)
Key characteristics of subject acceleration:
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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
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:
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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
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 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
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.
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
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.
Acceleration is not a lifetime track. It is a placement based on current readiness and mastery.
Students in accelerated math:
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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
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:
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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?
If you have questions about your child’s math placement, enrichment opportunities, or acceleration options, please contact:
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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
We value family partnership and are happy to discuss how we support your child’s learning.
Important Things for Families to Know
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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.
Instructional Coaches
School Psychologist
School Social Workers
Special Education
Speech & Language
Intervention and Title I
Other Staff
Our educational program depends upon many professionals working behind the scenes. Here are the people outside of our classrooms supporting the success of your children.
Preschool