Talented And Gifted (TAG) Referral Guidance for Families

2022-2023

Use this link to get to the form

This process is designed to be a collaboration between the student, teacher, and family. Please share with your student’s teacher your perspectives on their academic and intellectual development if you are considering a TAG referral for your child.

If you need help completing the form online, please contact the school TAG facilitator or your student’s teacher for technology help.

This section will ask questions about contact information and your student’s school.

Student ID numbers are 6 digit numbers that can be found in ParentVue.You will need the ID number for a referral. You can find this number on the ParentVue information page. You can also ask someone in the school office or your student’s teacher.

Students can refer themselves for TAG identification. If this is the case, parents or guardians will be notified and sent the referral form to complete and provide consent.

Areas for TAG Identification

Math: Your student explains how to do the math they are learning, consistently demonstrates comprehensive mastery of the math content above the level of their peers, and/or has high test scores

Reading: Your student consistently reads and comprehends at a level above their peers and/or has high test scores

Intellectual: Your student demonstrates the ability to reason and understand abstract ideas and academic concepts above grade level. 

This section asks you to consider characteristics that you notice in your child. First, you will give a response about how often you see these characteristics, then there is space for you to explain in more detail or give examples of the ways your student shows these characteristics. It is not necessary for your student to have any of these characteristics all of the time, but this offers some insights into other areas of their personality.

Exceptionality can be expressed in many ways, here are some examples of what each characteristic may look like:

Advanced Language:

• Uses a large vocabulary and more precise language than expected for the age level

• Is unusually descriptive in conversations or writings

• Expresses similes, metaphors or analogies; "A ___is really like a ___because ___"

• Modifies language for less experienced listeners

• Ably explains complex concepts to others

• Uses verbal skills to handle conflicts or influence others

Analytical Thinking

• Able to abstract and generalize information

• Notices a surprising depth of details about surroundings

• Thinks logically; presents arguments logically

• Thinks critically; may lead to skepticism

• Recognizes relationships or patterns between ideas or experiences

• Enjoys analyzing and solving difficult problems

• Enjoys planning and organizing

Curious and Investigative

• Is philosophical

• Has a questioning attitude; asks intellectual questions about complex topics

• Generates multiple new ideas and solutions to problems; ingenious

• Demonstrates in depth information in areas beyond age expectations

• Remember! (May retell an experience, story or video almost verbatim)

• Displays high levels of task commitment and energy when pursuing interests

• Eager to do things differently; independent

Multiple Perspectives

• Explains another's point of view

• Approaches problems from an unusual perspective in oral discussions, art, writing and math solutions or problem solving

• Expresses past, present and future aspects of an issue

• Develops advanced or unique graphic products and patterns

• Appreciates the beauty and value of things

Keen Sense of Humor

• Says or does something indicating a sense of humor beyond the age level expectations

• Uses humor to gain approval of others

• Catches an adult's subtle humor

• Uses figurative language and puns for humorous effect

• Uses humor that may be absurd or far-out

Emotional Intelligence

• Exhibits intense concern for human issues

• Intuitive and insightful of others' needs and feelings

• Expresses feelings through words or art

• Cares deeply but may mask sensitivity

• Bases friendships on similarity of interest rather than age

• Displays a strong sense of justice; demands fairness and consistency

• Demonstrates high expectations of self and others

• Prefers to be a loner part of the time

• Overreacts at times

The last section is for you to indicate that we have permission to move forward with the referral process. In some cases, additional assessments may be necessary to provide evidence for TAG identification. By giving consent to continue with the process, data is collected in a timely manner and provided to the building TAG team.

Next Steps: 

• Once the referral is submitted, additional data will be collected from the teacher in the form of work samples and the student characteristics survey. Any additional assessments will be scheduled and administered by a TAG Proctor.

• The building TAG team will meet to discuss referrals and make final decisions about identification.

• Families and teachers will be notified of the outcome by the AVID/TAG Department.