Talented & Gifted Services (TAG)

Identification is based on multiple criteria that call for a consistent pattern of excellence over time. A collection of qualitative and quantitative evidence is used and may include results from a nationally standardized test of mental ability to assist in identification and eligibility of students to receive talented and gifted services.

No single score or piece of evidence will eliminate a student from eligibility. A whole student approach is used to review each student.

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 identification  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) as a screener  in the area of academic ability of Reading and/or Mathematics.

Step 2: Identification Submissions

When a student has been referred 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 the student.

When strong evidence exists in support of submission, the TAG Advocate will request that processes be initiated by gathering a school level team of individuals (the TAG team) to review the student before submitting to the TAG office for final review. The TAG Team may consist of administrators, the building TAG Advocate and other staff as needed.

The TAG team will determine if the student:

1. Meets criteria for consideration based on evidence provided.
2. Does not meet criteria.
3. May be watched for future consideration.

Step 3: Testing

Testing for intellectual giftedness (IQ) may include a nationally standardized test of mental ability as an additional piece of evidence. Testing is administered in a controlled environment by a trained professional.

Step 4: Communication

Parents/Guardians and the student’s teacher(s) will be notified of the identification decision. 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.

Because of the unique learning needs of students with exceptional abilities, differentiation 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.

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.

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, classroom performance and shown need.

Grades 6-8

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 will identify and share opportunities where the level and rate of learning may need to be adjusted to meet the need.
• 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

Includes all options outlined in grades 6-8 and:

• 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.

Parent/Guardian Input

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.

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 Resolution Process. 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 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.

Salem-Keizer Public Schools TAG Plan

Community Opportunities

Explore a range of enriching educational opportunities for local students. These programs and organizations provide unique learning experiences that go beyond the traditional classroom setting. 

Please note that links going to a different website will open in a new tab or window.

• Institute for Educational Advancement
• Gilbert House Children’s Museum
• Oregon Museum of Science and Industry (OMSI)
• OSU Youth Programs & Precollege Programs
• Willamette Heritage Center
• Young Musicians & Artists
• Career Technical Education (CTE) Programs (through Salem-Keizer Public Schools)
• Dual Credit Program (through Salem-Keizer Public Schools)
• Oregon Promise (Oregon Student Aid)
• Willamette Promise (WESD)
• College Credit Now (Chemeketa Community College)