Oregon Administrative Rules (OAR) outline the specific requirements of The Oregon Talented and Gifted Education Act. These rules and statutes apply to all children grades K-12.

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

• Each school district shall have policies and procedures for the identification of Talented and Gifted students.
• Each school district shall have a written plan for programs and services.
• The instruction provided to identified students shall address their assessed levels of learning and accelerated rates of learning.

OAR 581-022-1310, 581-022-1320, 581-022-1330, 581-022-1940

Additional information for parents can be found on our ODE site http://www.oregon.gov/ode/learning-options/TAG/Pages/default.aspx

Parent’s Role

• Can initiate the TAG identification process on behalf of your child.
• Provide information about your child’s development and interests.
• Give input into the selection of appropriate services for your child.
• Communicate with the teacher as needed.
• Attend parent/teacher conferences, workshops, parent nights.
• Support school efforts at home.

Principal’s Role

• Maintain communication with parents.
• Develop services that result in educational progress in all curricular areas in all grade levels.
• Establish a process to review and refine individual or course TAG instructional plans.

Teacher’s Role

• Can initiate the TAG identification process on behalf of a student.
• Be aware of TAG students’ characteristics and learning needs.
• Assess level and monitor rate of learning in different content areas.
• Develop a written Differentiated Plan of Instruction and communicate the plan to parents, students, and other teachers.

School TAG Advocate’s Role

• Lead the school TAG Services Team. *
• Coordinate the identification effort within the school.
• Manage student TAG records.
• Communicate with parents during the identification process.
• Act as a liaison between district TAG Specialists and school staff.
• Keep the principal and staff informed of TAG Services Team decisions.

TAG Specialist’s Role

• Consult with school TAG Services Team.
• Consult with teachers and school staff regarding services.
• Provide ongoing staff development on TAG Instructional Plan and meeting the needs of high potential students and students with special needs.
• Provide Staff development for TAG Advocates.
• Coordinate testing and reporting services.
• Consult with parents upon request.
• Participate in parent/teacher conferences as needed

The State of Oregon requires school districts to screen, assess and identify students for Talented and Gifted designation. A designation of Talented and Gifted (TAG) may influence services a child receives as they progress through school to accommodate for the unique learning needs TAG students often experience.

Silver Falls School District uses SBAC, OAKS, RAVEN, and STAR assessments to universally screen for potential TAG students.   When a student is flagged in one of our universal screenings, an evidence collection file is started on the student and parents are notified of identification status, options, and process. (A student is flagged by either a 97^th-99^thpercentile score on an SBAC, OAKS, or RAVEN which would indicate a student is scoring in the top 3% in the nation or a combination of a low Student Growth Percentile and High Scaled Score on STAR Assessments which can indicate a student with high ability who not working at their academic ability level.)

When a student is flagged a second time by a test score or is referred for evaluation by a parent or teacher, the building TAG Advocate build a case presentation file for the student.  The case presentation file will include all standardized academic test scores, parent observation and input forms, teacher observation and input forms and it may include student work samples.  The building TAG advocate will present the completed file to the TAG identification committee for consideration for identification. (No one person or test can identify a student as Talented and Gifted.  Identification must always be done by a committee of people trained in TAG identification).

If a student is not identified by the committee, the TAG Advocate can request additional testing (WISC), continue to collect input and evidence and present again, or may agree that the student does not meet the TAG criteria and work with the student’s parents and teachers to identify and meet the academic needs that prompted the referral for identification.

If a student is identified by the committee, the TAG Advocate works with the student, parents, and teachers to create a Differentiated Plan of Instruction which is designed to address the unique learning needs often experienced by TAG students.

Talented & Gifted (TAG) Frequently Asked Questions:

How do I know if my child is Talented and Gifted?

We believe all children are talented and gifted in some way.  The Federal and State Mandated Talented and Gifted Program works to identify children testing in the top 3% in the country in either intellectual ability or academic ability.  Children in this top 3% often experience some unique challenges in their ability to learn at the appropriate rate and level for them in a typical classroom.  Children in this category also often experience some social, emotional, or mental health challenges, are often at higher risk for disengaging, dropping out, at risk behavior, and self-harm.  The TAG programs are intended to identify those students who may experience these challenges and offer them appropriate supports to thrive in our school system.  If you suspect your child is TAG, please contact your building TAG Advocate.

How do I refer my child for TAG evaluation?

Please contact your TAG building Advocate and they can help you with a pre-screening as well as walk you through the process.

Is there a Special School or Class for TAG students?

Not usually, but there can be depending on the needs of the student.  There is an option for our High School Students to take a TAG class period to work on extended learning options or get support for some of the challenges TAG students face.  Counseling support is available in each building if social, emotional, or mental health needs are identified, and TAG support groups can be offered to meet the needs of our students. Sometimes our TAG students will access a higher level class either in person or remotely on another SFSD campus or university if that is needed.  We also offer independent study, correspondence courses, and proficiency options when appropriate.

If my child is TAG, will they have more work?

They should not! They could potentially have less work. The goal is to engage TAG students at their academic level and at their rate of learning.  They will often get more complex and challenging work, but less of it.

What do I do if I feel like the needs of my child are not being met?

If there is a DPI in place that is not being followed, please address that first with your child’s teacher.  If the DPI is not working to meet the needs of your child, please address that with your building TAG Advocate.  If you cannot resolve the issue at your building level, please contact the District TAG Specialist.

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