Talented and Gifted children are those children who require special educational programs or services, or both, beyond those normally provided by the regular school program.  An intellectually gifted or academically talented student is one who performs, or has the potential to perform, at or above the 97th percentile on nationally standardized tests of mental ability or academic achievement.  No single test is to be used as the sole determiner of TAG identification.

Learning:  Retains and learns information easily; Uses complex language/has a large vocabulary; Shows strong memory, quick recall; Carries out complex instructions with ease

Skills:  Reads/comprehends on an advanced level; Shows high-level thinking; Uses advanced computations and/or complex math systems; Displays academic/artistic creativity

Interests: Demonstrates unusual or advanced interests; Is considered an “expert” on certain topics

Reason/Problem Solving: Recognizes patterns & connections; Is a keen observer; Makes mental connections; Devises strategies to solve problems; Has “out-of-the-box” ways to solve problems; Is a Nonconformist

Motivation/Leadership:  Is a self or independent starter; Is an independent worker; Does not follow the typical path; Self-confident; Well-liked

(These attributes are listed on the Nomination/Permission Form on the TAG website:

www.pps.net/tag - click on Parents, and then click on Identification, and the link to the forms are available.  You may also ask your TAG Facilitator at your child’s campus.

See attributes listed above. Also, talk to your child’s teacher for classroom behaviors and indicators.

Either parents or teachers may nominate a student for TAG services.  Parents may get copies of the Nomination/Permission Form from their neighborhood school, or they may download the form from our website.   The TAG identification schedule is posted on the TAG website and on the TAG bulletin board in every school.  Ask in your school’s office for the location of the TAG bulletin board.

At this point, not all students are screed for TAG identification.  Both you and your child’s teacher must complete a Nomination/Permission Form for your child to be tested.  However, all PPS second grade students are given an intellectual screener to potentially identify a child as TAG.

Yes, all PPS second grade students are given the Naglieri (NNAT) to potentially identify students who might qualify for TAG.

You can fill out a nomination form and give it to your school’s TAG Facilitator.  The teacher is then obligated to fill out the Teacher Section of the form.  We look at multiple criteria for identifying students for TAG in PPS.

We use the ITBS (Iowa Test of Basic Skills) to assess for academic talent in Reading and Math.  Performance on the SBAC (Smarter Balanced Assessment Consortium Test) given in the Spring to grades 3-11, may be used as an indicator of academic talent. We use the Naglieri (NNAT) to assess for intellectual giftedness.

No further testing is required for TAG identification unless you wish the student to be tested in a different area later in which they were not identified.

 Yes, you may nominate your child for testing in the Spring for an area they are not already identified.

* According to PPS School Board Policy:  6.10.015-P a child may qualify in the

             Area of:

i.  Intellectual ability

ii. Unusual academic ability in Reading or Mathematics

a.  97%-99% - Intellectual ability

b.  95%-96% - potential intellectual ability

c.  97%-99% - Academic Reading and/or Math

d.  95%-96% - potential in Reading and/or Math

Schools will receive information on all students who score within the range determined by the TAG office and actively monitor and nominate students who they deem are good candidates for TAG services.

Each school has a TAG building plan to address the needs of TAG students on each campus. The plan addresses ways in which the classroom teacher can differentiate the curriculum in order for the student to be challenged at their individual rate and level of learning. * These plans will be updated each year as programming evolves.

“Rate of learning” means that students are challenged at the highest rate of speed at which they can comprehend and process information, concepts, and ideas while making it their own.  A student would be able to demonstrate, work with, show relationships and synthesize new understandings from this new knowledge.

Students working at their appropriate “level of learning” would be challenged art their highest ability to take in, process and respond to information.  Instruction would take them to an appropriate depth and complexity of understanding about a topic or subject for each student.

Best practices suggest that TAG students be grouped together for at least part of the day.  There are many options for grouping students: some may be grouped with other high ability students unspecific subjects, some may be clustered together in a classroom, and some may be grouped together in an accelerated school.  This may look different depending on the grade level of the students.

TAG services center primarily within each student’s classroom.  These classrooms are mixed-ability classrooms, where the teacher differentiates instruction according to classroom assessments.  Teachers use these assessments to see if there is a need for differentiated curriculum, more individualized instruction and/or opportunities for independent study.  If so, they develop strategies to meet instructional rate and level in the regular classroom.

TAG services center primarily within each student’s classroom. Students are either randomly placed in classrooms or they are placed in classrooms for math and/or reading according to ability, determined by pre-assessment.  In classrooms where students are randomly assigned, one should see instruction differentiated for each student’s level and rate of learning. In classrooms of like-ability students, one would see instruction at a higher rate and level.

As in the elementary and middle grades, TAG services occur primarily in the student’s classroom. The enrollment in most high school classes is by mixed ability, and instruction should be differentiated to meet the student’s rate and level of learning.  High Schools also offer a variety of advanced courses.  These include AP (Advanced Placement), IB (International Baccalaureate), Dual Credit (High School and College Credit using the college text and syllabus) and Honors level courses.  Some high school students take online courses, independent study or correspondence courses; or co-enroll in high school and college at the same time to meet their academic and intellectual needs. 

This term is used in 2 ways when referring to TAG students.  (1)  Acceleration is a term used to describe when a student is placed in a grade level above his or her chronological grade/age.  Examples include single-subject acceleration, where a student may be in a 3rd grade class but goes to math with 5th grade students to best meet his/her instructional level; or whole-grade acceleration when a student goes through an evaluation process that determines that he is a good candidate for skipping an entire grade.  (2)  Sometimes teachers and parents also refer to an accelerated curriculum.  The focus here is providing advanced curriculum but keeping the child with same-aged peers.

 We call groups “ability groups” when they are formed based on pre-assessment of a particular skill or content knowledge.  Ability groups are designed to acknowledge each student’s current assets and to focus on helping students acquire similar skills or content knowledge.  These groups should remain flexible and should change frequently based on multiple assessments.

Differentiating instruction means creating multiple ways for students of different abilities, interests or learning needs to experience appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process.  Materials, lessons, and/or instruction can be differentiated based on student interest, student readiness, the content of the material, the process used to access the material, or the product the student creates as a part of three interaction with the lesson or material. 

A conversation with your child’s teacher is always the best place to start.  The teacher will indicate the types of pre-assessment used to determine your child’s rate and level of learning, and how the teacher uses this information to help provide the appropriate instruction in the classroom.

Again, start with a conversation with the teacher.  He or she may not be aware that your child feels bored or unchallenged.  If you still have concerns after meeting with the teacher and offering observations about your child, make an appointment with the school’s TAG Facilitator or administrator.  We want parents and teachers to be in communication with each other, but keep in mind that TAG TOSAs are available to help moderate discussions and find workable solutions with teachers and parents if other options haven’t worked. 

Different schools meet student’s needs in different ways.  (See answer to question 14 and 15) Some schools cluster group or flexibly group students for instruction, either within the classroom or within a grade level(s).  In addition, each school has a TAG building plan which communicates to parents exactly how each school provides services for their TAG population,  TAG building plans can be found on the TAG website under PPS District TAG Plan, or you may ask your principal for a copy of the plan. * The plans will be updated yearly as changes are made.

The TAG Department actively monitors schools who have historically underserved populations and supports the TAG facilitator and the school to notify families of good candidates for TAG.  Professional development is also given to facilitators to help identify students.

The district provides a method for Early Entry into Kindergarten and Grade Acceleration.  There is more information about all of these programs on our web page at www.pps.net/tag.

* Early Entry into Kindergarten - Those children who turn 5 years of age between

September 1st and October 1st (including Oct. 1), may be considered for Early Entry.  There are no exceptions here.  Families will need to provide documentation of outside intellectual assessment.  Applicants must have a composite 80th percentile on the Wechsler Preschool and Primary Scale of Intelligence in order to qualify.  If the child meets the age eligibility requirement and the assessment requirement, parent/guardian must complete the formal request for early entry for their child.  This is a digital application that will open on February 8th.  After a formal application has been submitted, the TAG Department will request additional information from the child’s current childcare/ preschool teacher.  This information will be considered in the recommendation.  The recommendation decision will be made based upon the parent application, preschool questionnaire, and assessment information.  Once the letter is sent to family and school with the TAG Department’s recommendation, the parent will be instructed to contact the school about enrollment.  Building administrators will have the final say on a student’s enrollment into their KG classrooms.

* Grade Acceleration:  Parents/guardians who seek grade acceleration for a student must begin the conversation with the classroom teacher, the Principal and/or Assistant Principal.  If the school team feels that grade acceleration may be appropriate for a student, the school must make a request to the TAG office by completing the Grade Acceleration Assessment.  The building administrator will make the final decision about the student’s grade acceleration following a recommendation from the TAG Department.  Decisions about grade acceleration are made after an evaluation of the child’s cognitive and academic skills, feedback from the current classroom traders, as well as interviews with the parent and student.  We use the IOWA Grade Acceleration Scale to guide this process. For more information go to hoagiesgited.org/iowa_accel_scale.htm.

Different schools provide a different emphasis, which may also change over time depending on the present staff administration and student need.  It's best to find out all you can about the school, tour the school, and then make your decision.

• ACCESS Alternative Program (ACCESS Academy): An alternative program for students who score at the 99% or above on a nationally normed assessment of Reading, Math, and/or cognitive ability.  A student must also meet eligibility as directed by the state requirements for alternative education.  A “demonstrated need” requires the applicant’s family and current educators to provide a body of evidence that would suggest an alternative placement is necessary for the student.  Students are generally working 2-3 years above grade level.  ACCESS is currently co-locating at Vestal Elementary and Lane Middle School.

• Odyssey at East Sylvan K-8:  Social Studies focus, integrate learning grades K-8.  Odyssey is located at East Sylvan, 1849 SW 58th Ave. There are a high number of identified gifted students of identified gifted students, (2018-19, 57% TAG identified)

• Winterhaven K-8:  Math, Science, and Technology focus, grades K-8.  There are a high number of identified gifted students. (2018-19, 94% TAG identified)  Winterhaven is located near the Ross Island Bridge.  winterhavenschool.org

• Neighborhood schools: Visit your neighborhood school, ask for a tour, and talk to the school secretary, the principal, teachers, and students.  Get a feel for the community.  Ask questions regarding parent participation, how the day is structured, how students test on statewide and district-wide assessments, if students are grouped flexibly by content, and/or how they are clustered in classrooms. The Oregonian provides state data regarding each school building’s satisfaction ratings and test scores. www.oregonlive.com

• AP Courses:  Advanced Placement courses are rigorous classes offered at the high school level.  All AP teachers are required to submit a course syllabus to CollegeBoard and must meet particular curriculum requirements as a part of the class.  For the 2018-19 school year, Portland Public High Schools offer 31 out of the 38 available AP courses.  All PPS High Schools offer AP courses with the exception of MLC and Alliance.  There are many reasons that students enroll in AP or IB courses:  possible college credit, improve writing and problem-solving skills develop college study skills, demonstrate maturity and readiness for college study subjects in greater detail and depth.  www.apcentral.collegeboard.com

• IB Programs:  International Baccalaureate offers all the same incentives as AP, however, it has several unique opportunities; some of the students’ exams are scored abroad and there is an opportunity to be awarded an internationally-recognized IB Full Diploma based on a minimum number of courses, and Extend Essay, and CAS, (creativity, action, and service).  Presently only two PPS schools offer the IB Diploma Programme, Cleveland and Lincoln High Schools. For more information regarding IB visit www.ibo.org.

• Dual Credit Courses:  Dual Credit courses are typically courses offered at the high school that are aligned to already existing college courses.  The teacher uses the syllabus and text from the college class, and a student earns both high school and college credit upon successful completion of a dual credit course.  All PPS High Schools have Dual Credit with the exception of Cleveland High School.  Contact your College Career Counselor for more information regarding college credit options.

This is a great question, and one that can best be asked of the school principal, TAG Facilitator and classroom teacher.  Some schools offer a vast array of opportunities for parents to be involved - from teaching groups of students one afternoon per week, to supervising the library.  One way that parents do become involved is to coordinate after-school competitions such as: Lego Robotics, National Geography Bee, Oregon Writing Festival, Chess Club, Math or Science clubs. These are just a few examples. Parents who are not able to be at the school often or on limited occasions can always ask the classroom teacher if he/she needs help in running off materials, or completing some tasks at home.  Other ways to be involved as a parent of a TAG child, are to give the teacher input on the K-8 Survey, or course scheduling; to be an advocate for your child, and to attend building and district TAG parent meetings.  You may also want to attend local, state and national meetings regarding gifted children.  You may even ask to help the building TAG facilitator or principal to bring speakers or other resources into your school.

There are two primary ways for parents to be involved - through the TAG Parent Advisory Council (TAGAC) and through attendance at district evening parent meeting.  (See our website for dates and minutes of TAGAC meeting).  TAGAC meets every month with the exception of December and March at BESC from 6:30 - 8:00 p.m.  Through this advisory committee, parents advocate for positive changes, in the services offered their children.

Don’t forget that you might also attend School Board meetings,  Call 503-916-3741 for meeting dates.

The TAG Facilitator or designee at your school has a list of parent TAG resources. The TAG website houses important dates and information for TAG families. Another way to learn more is from organizations such as:

* Oregon Assn. for Talented and Gifted (OATAG) oatag.org

* Washing Assn. for Talented and Gifted (WAETAG) waetag.org

* National Association for Talented and Gifted Children (NAGC) nagc.org

* Hoagies Gifted hoagiesgifted.org

* Johns Hopkins Center for Talented Youth city.jhu.edu

* The Davidson Institute davidsonacademy.unr.edu

Schools host meetings in the Fall which include a presentation on TAG at each school.  This is a great way to meet each other.  Other opportunities are offered through OMSI, Portland Audubon Society, Hands On Portland, Oregon Zoo, Free Geek and Saturday Academy. Hands On Portland is a great way to experience a short or long-term volunteer opportunity. 

Each school has an appointed TAG facilitator who can assist teachers, students and parents.