Talented and Gifted (TAG)

Salem-Keizer Public Schools identifies students in the categories of Academic Talents and Intellectual Gifts. Those identified as Academically Talented have shown specific ability in either reading or math. Intellectually Gifted students have demonstrated unusual capabilities in mental reasoning.

Identification is based on multiple criteria that call for a consistent pattern of excellence over time. One piece of evidence will be results from a nationally standardized test of academic achievement or mental ability. Additional information must be gathered, and may include referral forms, classroom test scores, work samples, observations, and anecdotal records. No single test score, measure, or piece of evidence shall be the sole criterion for identification or prevent students from being identified.

Classroom teachers, parents or community members may refer a student (K-12) to the school’s TAG Team.  Students may also make self-referrals. Students in kindergarten through twelfth grade are considered for TAG testing as a result of ongoing review and observation. The district may also use a universal screener for all students at a specific grade level(s) as an indicator for further research of potential inclusion in TAG services.

Students are grouped into nomination window timeframes based on grade levels for inclusion in TAG testing.

When a student has been referred, the TAG Team collects and reviews applicable data.  In addition to standardized test scores, this data must include supporting evidence such as work samples, observations, anecdotal records, and teacher/parent referral. The TAG Team then decides whether the student:

1. Meets criteria for identification,
2. May meet criteria, but more information is needed, or
3. Does not meet the criteria.

When additional information is needed, individual testing may be requested.  Parent permission is required for individual testing.  Test results will be shared with parents and the TAG Team.

Parents and the student’s teacher(s) will be notified of the identification decision. Parents have the right to appeal the decision if they disagree and should contact the principal.

Questions regarding the identification process should be directed to the school’s TAG Advocate or the district TAG Office.

For students identified as Talented and Gifted, instructional services are provided through an in-class model where TAG students may be clustered for instruction.  In this model, the classroom teacher is the primary service provider.  Classroom teachers are responsible for assessing the student’s level of learning and monitoring the student’s rate of learning and providing appropriate instruction.  This applies to all grade levels and all subject areas or courses.   Regardless of the category of identification, all identified students receive instruction at their assessed level and monitored rate of learning in all content areas.

Level of Learning is the student’s instructional level in the curriculum, the place where the student will be successful, but will encounter knowledge and skills he or she has not yet learned or mastered.

Rate of Learning is a measure of the pace at which a student successfully progresses through the curriculum after being placed at the appropriate level.  A student’s rate of learning will vary depending on the following:

• Subject
• Point in the learning process
• Degree of interest to the student
• Level of difficulty of the material, and/or
• Learning style of the student
• Student Motivation

At all levels, the goal is to ensure that the gifted learner is stimulated and challenged throughout the school day by means of advanced content, flexible pacing, higher order thinking skills, research, projects, and/or materials appropriate for the student’s learning.

• TAG Grade Level Instructional Plans will be written for grades K-5. This plan documents the instructional strategies that may be used for identified TAG students, based on assessments and classroom performance.
• It is important that TAG students in secondary level of instruction receive academic instruction at a rate and level of learning that is appropriate to meet their needs. Each instructor along with the student is expected to identify and share opportunities where the level and rate of learning may need to be adjusted to meet these needs. Each course syllabi are expected to include the following language that outlines this need:

“The curriculum and instruction of this course will be differentiated based on assessed data and ongoing learning evidence to include specialized groupings, compacting of curriculum, accelerated pacing, and providing of extension/challenge activities (on the principle of ‘different work’ not ‘more work’), in order to ensure that students designated as ‘Talented and Gifted’ (TAG) receive academic instruction that is appropriate for their rate and level of learning.”

• At grades 9-12, TAG students may take advantage of Advanced Placement, accelerated, and/or honors courses. Other options include dual enrollment and independent study.
• Parents/Guardians are encouraged to contact their student’s teacher for information on how instruction is differentiated at the secondary level.

At all grades, parents have an opportunity to provide input.  Parents may provide input by contacting the school or by filling out the TAG Input Form.  The nature of this opportunity may vary.  Information about how parents can give input will be provided by the school.  Questions regarding instructional plans and options should be directed to the school principal or TAG Advocate.