TAG Services

What is TAG? (You’ve got a Rocket-Powered Brain!)
Have you ever felt like your brain runs on high-speed rocket fuel? Being identified as Talented and Gifted (TAG) means you have a mind that processes ideas deeply, learns incredibly fast, and sees the world a little differently than other kids your age.

TAG isn't about being "better" or getting perfect grades on every test. It simply means you have a high-powered rocket engine upstairs. Sometimes, this engine makes you super curious about how things work. Other times, it means you might feel things very deeply or get intensely focused on a single hobby. Just like an expert athlete or a master musician, having a TAG brain means you have a special set of skills that you get to practice, explore, and grow every single day!

How to Talk to Your Teacher
TAG students often learn new concepts at a faster rate than their peers. They may bring a lot of information and knowledge to the classroom that teachers don’t expect them to know yet. Some students have their own projects and interests that they would like to pursue while other students are working on regular classroom material. Consider the following suggestions for talking to your teacher about your ideas around challenging opportunities in the classroom.

• Make an appointment to meet and talk rather than corner the teacher.
• Think through what you want to say before you go into your meeting with your teacher.
• Focus on what you need, not on what you think the teacher needs to do.
• If you know another student who has the same ideas, consider coming together.
• Don’t expect the teacher to do all of the work or propose all the answers.
• Listen to the teacher’s side, they might have information you don’t know about.
• Bring your sense of humor. If your meeting isn’t successful, get help from another adult.

Believe in Your Ability
You can do hard things if you try - and you don’t need to be perfect! Your brain is like a muscle. When you come across a puzzle you can’t solve right away, or a book that seems tricky, that is not a sign to give up! It is an invitation for your brain to grow stronger. Having self-efficacy means you don’t back down from a challenge. It means knowing that mistakes aren’t failures – they are just clues that help you figure out the next step. When you believe in your own ability to learn, figure out tough problems, and bounce back from mistakes, there is no limit to what you can achieve.

Parents Can Help
Sometimes parents may need to advocate at the school to help you get the most out of your educational experience. Here are some important things for parents to consider when getting involved at school.

• Help the student learn to advocate for themselves at the appropriate level for their age.
• Understand that there are at least two sides to every situation.
• Model positive, constructive behavior and attitudes.
• When problem-solving, remember to start with the closest person first (students, teacher, principal).
• Schedule a time to talk with the teacher and listen carefully.
• Build a partnership with the teacher and the school.
• Share specific thoughts and ideas.
• Ask questions.
• Seek consensus - come up with a plan together.

Resources
Books for Students

• Gifted Kids Survival Guide by Judy Galbraith
• Gifted Kids Speak Out by James R. Delisle
• Kids with Courage by Barbara Lewis
• Perfectionism - What’s so Bad About Being Too Good? by Miriam Adderholdt-Elliot, Jan Goldberg
• Smart Teens’ Guide to Living with Intensity by Gaea Woods

Books for Parents

• Bringing Out the Best by Jacqulyn Saunders
• Stand Up for Your Gifted Child by Joan Smutny
• The Survival Guide for Parents of Gifted Kids by Sally Walker
• Freeing our Families from Perfectionism by Thomas S. Greenspan

TAG Organizations

• National Association for Gifted Children (NAGC)
• Oregon Association for Talented and Gifted (OATAG)
• Supporting Emotional Needs of the Gifted (SENG)
• World Council for Gifted and Talented Children (WCGTC)

TAG Identification
Central School District 13J serves students identified as intellectually gifted and academically talented in reading and math under the Oregon Talented and Gifted Education Act (OAR 581-022-2500). The process begins when a student scores at or above the 97th percentile on
a nationally normed assessment, or receives a teacher, parent, or self-referral. The school then gathers a body of evidence, including test
scores, work samples, and student information profiles (SIGS). To formally identify a student for TAG, a school team must verify at least four
pieces of evidence.

TAG Referral

• Parents: Anyone may refer a student for TAG at any time by requesting a TAG Referral Form and Parent Consent for Testing form from your child’s school. Return the completed forms to the school office.
• Staff or Community: You may begin the process by notifying the district’s TAG coordinator. Parents will be informed of all referrals and will be asked to complete a TAG Nomination form.

Intellectually gifted and academically talented students receive instruction by the classroom teacher at their assessed levels and accelerated rates of learning. Parents may work with staff to develop personalized learning plans.

TAG Students often demonstrate the following traits, attributes, and behaviors:

• Memory: Large storehouse of information on school and/or non-school related topics.
• Inquiry: Asks unusual questions for age; plays around with ideas
• Reasoning: Logical approaches to figuring out solutions; ability to think things through and come up with a plausible answer.
• Problem-Solving: Effective, inventive strategies for recognizing and solving problems.
• Motivation: Persistent in self-selected tasks; enthusiastic learner.
• Insight: Quickly grasps new concepts and makes connections; keenly observant.
• Imagination/Creativity: Produces many ideas; highly original; fluent and flexible producer of ideas; highly curious.
• Humor: Conveys and picks up on humor quickly.

Intellectually Gifted Kids:

• talk and understand language early
• learn to read before entering school
• learn basic skills quickly with less practice
• have long attention spans
• have an advanced sense of humor
• have wide and intensely focused interests
• flexible thinking
• abstract thinking
• unique approaches to problem solving
• a demand to know how and why

Academically Gifted Kids Demonstrate:

• highly advanced abilities for their age in reading
• highly advanced abilities for their age in math

Academically gifted students demonstrate exceptional performance when compared to applicable developmental or learning progressions, with consideration given for variations in opportunity to learn and culturally relevant indicators of ability.

Determination
The school’s TAG committee reviews test results, classroom work samples, parent, and teacher ratings. Parents are notified of the committee’s decision by mail.
If the identification decision is “No,” the parent has the right to appeal the decision by notifying the District TAG Program Specialist with a request to re-evaluate the findings to the school’s TAG Committee.

• The TAG Program Specialist will contact the parent for additional information.
• The working identification file of the student is reviewed along with any parent-supplied information.
• The TAG Program Specialist may administer additional tests, request additional rated work samples, and/or observe the child in class.
• Following a review of the case, a decision is communicated to the parent and school within 10 working days.

When Does a Concern Become a Complaint?
Most often, with good communication, the questions that parents have about their child’s education are addressed. Concerns and issues are more likely to escalate when they go unanswered. Sometimes parents may disagree with an explanation, a decision and/or a district’s policy or procedure. When addressing concerns the most important first step is discussing the issue with the key person involved. If no response or resolution occurs, the parent is advised to talk to that person’s supervisor. 

Knowing rights and responsibilities assists parents in taking appropriate steps to make their concerns known. If a complaint alleges violation of standards of the Oregon Administrative Rules, please follow the “Steps to Filing a Complaint” process outlined in this pamphlet. 

Steps to Filing a Complaint

1. Solving Problems at the Classroom Level: If you have concerns about TAG services, please contact your child’s teacher first. Let the teacher know the general topic and then set up an appointment to meet at a convenient time. Talking your concerns over with the teacher often resolves the concern.
2. Solving Problems at the School Level: Most issues can be addressed at the classroom or school level. If meeting with your child’s teacher does not resolve your concerns, then schedule a meeting with the school principal to explain what actions have already been taken and to explore possibilities. Informal resolution is usually the best approach. 
3. Solving Problems at the District Level: If your concern has not been adequately addressed at the classroom or school level, then you may communicate the lack of resolution to the District TAG Program Specialist. If this step is taken, please indicate by letter the nature of the concern. Include copies of notes from previous meetings and an outline of steps already taken. 
4. Appealing to the State Superintendent of Public Instruction: After exhausting the local complaint procedures or after 45 days from filing a written complaint with the school district, whichever comes first, you may file a formal complaint by following the steps outlined in CSD Policy IGBBA-AR

TAG Identification Process
Central School District serves students identified as intellectually gifted and academically talented in reading and math under the Oregon Talented and Gifted Education Act (OAR 581-022-2500). Anyone may refer any student at any time by requesting a TAG Referral form and Parent Consent for Testing form from the child’s school. 

To formally identify a student for TAG, a school team evaluates a comprehensive body of evidence including test scores, work samples, and learning profiles. The team uses these multiple measures to verify that the student demonstrates exceptional performance or outstanding potential. 

Appeal Procedure for Identification Decision
If the identification decision is “No,” the parent has the right to appeal the decision by notifying the District TAG Program Specialist with a request to re-evaluate the findings to the school’s TAG Committee.

• The TAG Program Specialist will contact the parent for additional information.
• The working identification file of the student is reviewed along with any parent-supplied information.
• The TAG Program Specialist may administer additional tests, request additional rated work samples, and/or observe the child in class.
• Following a review of the case, a decision is communicated to the parent and school within 10 working days.