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TAG Identification
TAG identification practices at Lafayette Elementary align with District and State policy and the standards of the National Association for Gifted Children.
- Colorado Revised Statutes, 22-20-103-3.7: Gifted children have abilities, talents, and potential for accomplishment that are so outstanding that they require special provisions to meet their educational needs.
- BVSD Policy IGBB (adopted 8-28-01): In BVSD, these students (gifted and talented) are identified using multiple criteria including research-based assessments as endorsed by the district. Research shows there is a need for programming that provides opportunities for acceleration and fast-paced learning, complexity of thinking, and in-depth learning. In keeping with the accepted educational principles for serving gifted and talented students, such students will be provided appropriate programming designed to meet their cognitive and affective needs.
The accelerated pace of learning along with a rigorous curriculum create a high academic standard that is reflected in the identified TAG student’s PLP (Personalized Learning Plan) and performance standard. Students may be identified for TAG programming at any time, grades K-5. Students are given opportunities to develop abilities through activities associated with higher level thinking skills beginning in the earliest grades.
A body of evidence is collected on all students in the nomination process. The goal of a multiple criteria identification process is to have a comprehensive picture of the student’s demonstrated or potential ability. The identification procedure highlights the strengths of all children. Valuable learning information is collected for appropriate educational planning for students who are not selected for TAG programming.
After all evidence is gathered, a TAG Committee consisting of classroom teachers, specialists, TAG Coordinator, TAG Educational Advisor, and the building principal meets to review nominated students. After extensive discussion a decision is made regarding formal TAG identification. Once a student is identified, a Personalized Learning Plan (PLP) is developed to design individualized programming that might include acceleration or curriculum compacting. (Many enrichment opportunities are available to enhance the individual educational experiences.)
Lafayette Elementary staff received professional development in the identification of multi-exceptional gifted
students. Students included are English language learners, students who are ethnically diverse or from low
socio-economic status, and students with learning disabilities. TAG program identification includes
consideration of these often underrepresented populations.
The following evidence is used during the identification process:
- One-on-one aptitude/ability assessment CogAT (Cognitive Abilities Test), Raven’s Coloured Progressive Matrices and Standard Progressive Matrices, Naglieri Nonverbal Abilities Test, Others as needed
- Parent Inventory
- Teacher Inventory
- Specialist Inventory (Art, Music, PE, Library, ESL, etc.)
- Product and performance review
- Achievement data
- Student interview
- Other evidence, as appropriate
