Code: IGBBA-AR
Adopted: 1/26/04
Readopted: 7/24/06
Orig. Code(s): 821.5
Appeals Procedure for Talented and Gifted
Identification and Placement**
Introduction
The purpose of the Talented and Gifted (TAG) Program of the district is to:
Identify students who require differentiated services beyond those normally provided by the regular school program because their academic abilities and/or potential are significantly higher than the norm;
Provide needs-based individualized programming options that will challenge identified students, and enable them to progress through the curriculum at appropriate rates and levels of learning.
Definitions
"Academically Talented": Students who score at of above the 97th percentile in Total Reading or Total Math on a nationally standardized academic achievement test battery.
"Identification": The criteria-based selection of students for programming and services for their academic talents and/or intellectual gifts.
"Intellectually Gifted": Students who score at of above the 97th percentile on a nationally standardized test battery of mental ability.
"TAG Program": The provision of programming and services to match an identified student’s level and rate of learning.
"Selection Team": The school selection team shall consist of the building TAG Specialist, the secondary TAG Specialist, teachers familiar with the student’s performance, and others as appropriate.
"Student Profile": Summary record of behavioral, learning and/or performance information.
"Non-Typical Populations": Students of cultural and ethnic minorities, bilingual or non-English speaking, economically disadvantaged, underachieving, and handicapped or for whom typical methods of testing and information collection are not available.
"TAG Specialist": The licensed TAG teacher assigned to JCMS and MHS or the elementary school principal.
Identification Procedures
Criteria and Standards: For students to be considered by the building selection team for TAG they must meet one of the following criteria:
1. Score at or above the 97th percentile in Total Reading or Total Math on a nationally-standardized test of academic achievement;
2. Achieve on a nationally standardized test of mental ability at or above the 97th percentile;
3. Be nominated by self, parent, teacher, peer or others as potentially intellectually gifted and/or academically talented, or perform at or above the 97th percentile on the Kingore Observation Inventory for their grade (K-6 only).
Students from non-typical populations who demonstrate the potential to perform at the 97th percentile as either academically talented or intellectually gifted should be nominated;
4. Scores as a kindergarten student at or above 90 percent correct on an academic readiness skills test;
5. Has been previously selected for TAG programs or services;
6. Has been identified for TAG services in this district or another district in the state of Oregon;
7. Has a high school grade point average of at least 3.95.
Selection:
For students to be identified as Talented or Gifted, one of the following criteria must be met. The selection team shall document the means of meeting the criteria for each student.
1. Academically Talented – The student will score at or above the 97th percentile on several measures of academic achievement, at least one of which is nationally-standardized.
2. Intellectually Gifted – The student will score at or above the 97th percentile on test of mental ability, at least one of which is nationally standardized.
3. Potential to Perform – The student will demonstrate the potential to perform at the 97th percentile despite failure to achieve test scores in that range.
The selection team shall seek demonstrated evidence of a student’s potential, and shall compensate for obstacles which may inhibit selection of students from non-typical populations. Results of observations, achievement tests and subtests, and performance assessments may by evaluated for these students.
At the same time, the selection team shall compensate for obstacles which may inhibit selection of students from non-typical populations.
Selection Team Membership
1. Building teachers. Each principal shall select two teachers to serve with the TAG Specialist on the building selection team. Schools with fewer than 250 students shall select one teacher. These teachers shall serve for a two-year term and may serve two consecutive terms.
2. TAG Specialist. The TAG Specialist assigned to each building will serve as the leader of the selection team. The TAG Specialist shall be responsible for training team members, for preparing and maintaining student profiles, and TAG educational records and for securing any additional data the team may need to complete the identification process.
Annual Procedures
1. Screening: The TAG Specialists shall be responsible for screening test scores, collecting nominations, and developing individual student profiles for the selection teams.
2. Selection: The selection team shall consider all students who meet one or more of the identification criteria. Student identification shall result only from a consensus decision of the selection team members, and shall always be based on a pattern of performance rather than a single score.
If the selection team is unable to make a decision based on the information available, they may ask the TAG Specialist to arrange for further evaluation. The goal of such an evaluation shall be to provide the selection team with sufficient data for their decision-making process.
In all cases where additional individual intelligence or personality tests will be administered, prior parent notification and permission is required (OAR 581-21-030). These parents will be notified of the outcome of the selection process whether or not their child is identified.
3. Parent Notification: Parents of all identified students shall be notified. They shall be provided an opportunity to provide input to and discuss with the district the programs and services to be received by their child. Parents shall also be advised of their right to:
a. withdraw their child from TAG services at any time, and
b. to file a complaint under School Board Policy #995.
4. Timeline: Annual identification procedures shall be ongoing and completed within 30 school days of referral.
New Students – Students new to the district who have received TAG services in their former district immediately prior to enrollment shall be considered as identified in the ESD.
Programming and Services
Programming options shall be identified and maintained at each school site, detailing alternatives for students within classrooms, within the building, and outside the building.
Elementary Programming Options May Include:
1. Within classrooms:
a. Differentiated classroom instruction (e.g. curriculum contracts; learning centers or activity packages; open-ended activities; higher-level thinking; literature-based reading programs; simulations; long-range assignments; use of special equipment or materials; thinking skills; problem solving; presentations);
b. Acceleration/ adjustable pacing (self-paced progress through the material; use of above-level texts);
c. Independent study (independent or group research projects; self-selected tasks; use of a variety of resources);
d. Content-based enrichment.
2. Within the building:
a. Cluster grouping of gifted at grade or instructional levels;
b. Use of media center resources and technology;
c. Multi-age or cross grade-level groupings;
d. Content-area enrichment;
e. TAG mini-courses; seminars or workshops.
3. Outside the building:
a. Field trips;
b. Use of community resources;
Middle School Programming Options May Include:
1. Within classrooms:
a. Differentiated classroom instruction (e.g. curriculum contract; long-range or in-depth assignments; use of special equipment or materials; self-selected tasks; simulations);
b. Curriculum compacting;
c. Acceleration/ adjustable pacing (self-paced progress through the material; use of above-level texts);
d. Independent study (independent or group research projects; self-selected tasks; use of a variety of resources).
2. Within the building:
a. Cluster grouping of gifted at grade or instructional level;
b. Interdisciplinary projects;
c. Enrichment activities;
d. Use of media center and TAG resource room;
e. Multi-age or cross grade-level groupings;
f. TAG mini-courses; seminars or workshops;
g. Advanced classes.
3. Outside the building:
a. Field trips;
b. Use of community resources;
c. Concurrent enrollment at senior high school.
Senior High School Programming Options May Include:
1. Within classrooms:
a. Curriculum compacting;
b. Challenge tests on specific skills or entire courses;
c. Acceleration/adjustable pacing (self-paced progress through the material; use of above-level texts);
d. Independent study (independent or group research projects; self-selected tasks; use of a variety of resources).
2. Within the building:
a. Interdisciplinary assignments;
b. Multi-age or cross grade-level groupings;
c. Advanced classes;
d. Advanced placement courses;
e. College Level Examination Program exams;
f. Extra-curricular enrichment (Junior Statesman, Classroom Law Project, etc.)
3. Outside the building:
a. Use of community resources for information, and for career exploration through internships or mentorships;
b. Concurrent enrollment at other institutions;
c. Correspondence courses.
Curriculum and Instruction
All identified TAG students shall be assessed by their classroom teacher(s) as to rate and level of learning within 30 school days from the beginning of the course or school year. Assessments for the development of an appropriate academic instructional program shall include the information used by the selection team for identification purposes and also may include one or more of the following:
1. An academic history which may include grades, portfolio, assessment records or other progress records and achievement information that demonstrates the student’s level of learning and rate of learning;
2. Other evaluation methods such as formal test or informal assessment methods designed by teachers to determine the student’s instructional level and rate of learning related to specific academic programs;
3. Student interest, style and learning preferences information from inventories or interviews; and
4. Other measures determined to be relevant to the appropriate academic instructional program for the student.
Assessments shall be completed within the first 30 school days of the start of the course or school year.
A TAG service plan for each student shall be created by the TAG Specialist and the classroom teacher(s) to reflect the identified academic and intellectual goals as documented by the assessment results. Programming options to be used and responsibility for activities shall be enumerated.
Staff Development
Effective identification of, and programming for, able learners requires an informed and skilled staff. The District shall provide opportunities on an annual basis to educate staff and administration on issues relevant to the education of talented and gifted students.
Program Evaluation
1. Program evaluation and the TAG Specialist evaluation shall be the responsibility of the director of district curriculum.
2. The following information shall be maintained annually:
a. Number of identified students in each building;
b. Categories of identification (i.e. intellectually gifted, academically talented, potential);
c. Programming options for gifted students in each building;
d. Staff development activities.
3. Principals shall provide the leadership for the delivery of services to identified students within their buildings.