Student Services

Interventionists are teachers that help insure that all students will be successful in math and reading.

The goal is to help students advance to the level at which they can successfully learn with their peers. Number and number relations that can seem obvious to adults may not seem so for children. Children's understanding can vary greatly from the adult's knowledge. The development of this knowledge does not come from telling, but rather through the child's personal construction of the knowledge.

Children must have personal experiences to learn and relate various forms of number. Math Recovery has its focus in the number operation and concept strand of math and its emphasis on assessment and intervention.

Rosemount's English Learner (EL) program provides students whose primary language is a language other than English with the opportunity to develop proficiency in reading, writing and speaking, as well as the language of academic content.

In Minnesota, an EL student is defined as a learner who:

• First learned a language other than English, comes from a home where a language other than English is usually spoken, or does not use English as a primary language, and 
• Lacks the necessary English skills to fully participate in classes taught in English.

In EL settings, students are part of an English language learning experience where students engage in content study and English learning simultaneously. This program is tailored to the individual needs of students and is aligned to grade level curriculum.

Learn more about the District 196 English Learner program >

The Gifted and Talented (GT) Program extends educational challenges for intellectually and academically gifted students.

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 uses multiple criteria to help identify gifted and talented children.

Learn more about the District Gifted and Talent Development program >

Occupational therapists use activities with children in Special Education, who have been shown to have difficulties in one or more of the following areas:

• Visual motor skills, such as handwriting and cutting
• Other fine motor skills, including grasp and manipulation of classroom materials and art supplies
• Visual perception skills, needed to develop ability to scan and identify letters and words
• Sensory processing skills interfering with attention, direction following, movement and balance in the classroom, and handling classroom materials with organization
• Self help skills, including dressing and feeding oneself

Occupational therapists work with the Special Education team to help enhance and adapt the child's school environment, to help the child benefit from learning activities throughout their school day.

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.

Inclusive learning environment

The center-based classrooms 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.

School social workers are licensed mental health professionals trained to provide support and interventions to children and families proactively and in times of emotional/mental health crisis.

They do this by providing individual, small group and family support. Sessions focus on:

• Improving social, emotional and academic functioning
• Positive reinforcement
• Behavior modification
• Specific skill development
• Building trusting connections with each student and their family
• Direct consultation and linkage to appropriate community resources for families
• Help children and their families meet basic needs and overcome barriers to education

Speech

Rosemount speech teachers provide services to students who have significant needs in the area of communication. Approximately 22.5 million Americans, or about 10 percent of the general population, have a hearing, speech or language disorder.

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

In the past, the majority of students received services for articulation. More recently, advances in language research have led to increased identification of language usage difficulties. Good communication skills play a major part in students' success in the classroom. Communication skills allow children to make sense of their world, to express themselves and to learn.

Please contact a clinician at Rosemount with any questions you may have regarding your child's speech and language skills.