Talented & Gifted

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.

For individual testing consideration, students are grouped into nomination window timeframes based on grade level.

Step 1: Referral/Consideration

• Classroom teachers, parents/guardians or community members may refer a student in grades K-12. 
• Students may also make self-referrals.
• Students 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 or testing results from Oregon Statewide Assessment System (OSAS) in the area of academic ability of Reading and/or Mathematics.

Step 2: Nomination

When a student has been referred for individual testing, or identified by other means, the TAG Advocate at each school collects and reviews applicable data. This may include additional data requests from a student’s teacher, parent/guardian or student.

When strong evidence exists in support of individual testing, the TAG Advocate will request that testing be initiated by compiling and submitting the documentation to the TAG office for final review before consent is requested for testing. Approval from the TAG office as well as signed consent is required from the parent/guardian before testing will occur.

Step 3: Testing Identification

Testing is completed using a nationally standardized test of academic achievement or mental ability, administered in a controlled environment by trained professionals. In addition to standardized test scores, supporting evidence such as work samples, observations, anecdotal records, and teacher/parent or self-referral must also be present and considered.  

A team of individuals (the TAG team) at each school which may consist of administrators, the building TAG Advocate and other staff as needed will meet to discuss the student. This review may include review of evidence from individual testing, Universal Screener results or OSAS Scores.  

The TAG team will determine if the student:

1. Meets criteria for identification
2. Does not meet criteria
3. May be watched for future consideration

Step 4: Communication

Parents/Guardians and the student’s teacher(s) will be notified of the identification decision from individual testing or those instances where a student is identified from Universal Screener results or OSAS. Parents/Guardians 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.

Because of the unique learning needs of students with exceptional abilities, a differentiated program is necessary. Differentiation may, not exclusively, take the form of:

• Acceleration

• Independent Study/Project

• Tiered Assignments/Assignment Modification

• Cluster Grouping

• Enrichment

• Compacting

• Flexible Grouping

• Learning Contract

• Multiple Intelligence

• Learning Styles

• Higher Level/Critical Thinking

• Anchor Activities

• Graphic Organizers

Usually, a combination of these modifications is appropriate. The classroom teacher is responsible for ensuring that the learning needs of Talented and Gifted students are met. Both formal and informal assessments are used by teachers to provide the basis for the differentiation of the curriculum.

Instructional Services for TAG students

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 Instructional Plans

Grades K-5

• 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.

Grades 6-12

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.”

Grades 9-12

• 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.

All Grades

At all grades, parents/guardians have an opportunity to provide input. Parents/Guardians 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/guardians 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.

District Complaint Solution Process

Salem-Keizer Public Schools is committed to the best education possible for TAG students. Planning to meet a student’s instructional needs is best accomplished through clear communication between all parties. If a problem arises; every effort should be made to resolve the issue at the classroom teacher/school level.

If a problem cannot be resolved by working directly with the school, the parent/guardian should follow the district complaint procedure. Complaints specific to TAG Students and/or TAG Services will be reviewed concurrently by the TAG office and affected parties within the school district.

Oregon Talented and Gifted Administrative Rules

Oregon Administrative Rules (OARs) outline the requirements specific to Talented and Gifted Services in Oregon. These rules and statues apply to all children grades K-12.

The OARs for the Oregon Talented and Gifted Education Act are as follows:

1. Each school district shall have policies and procedures for the identification of Talented and Gifted students.
2. Each school district shall have a written plan for programs and services.
3. The instruction provided to identified students shall address their assessed levels of learning and accelerated rates of learning.
4. Parents/Guardians rights of Talented and Gifted Students:

•  School districts shall inform parents/guardians at the time of the identification of the child of the programs and services available.
• School districts shall provide an opportunity for parents/guardians to provide input about the programs and services to be received.
• Parents/Guardians may request the withdrawal of their child from programs and services.
• Parents/Guardians shall be informed of the right to file a complaint.

OAR 581-022-2270, 581-022-2325, 581-022-2330, 581-022-2370, 581-022-2500, 166-400-0060,

166-400-0015.  ORS 343.391-343.413

For a complete text of the OARs governing TAG, please go to the TAG/ODE website.