TAG Identification

High Peaks utilizes a Response to Intervention (RtI) model for identifying and servicing students with high ability/high potential. All students have access to enrichment and differentiated instruction in Tier I of the RtI model (see In school Programs and Services for more information on RtI). Students requiring additional challenge or accomodations are referred for TAG assessment and Tier II programming. 

TAG identification practices at High Peaks Elementary align with District regulations and state statutes 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 Regulations IGBB-R:  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.

Students may be identified for TAG programming at any time, grades K-5. High Peaks conducts grade level screening for high ability/high potential in first and second grade.   A parent, teacher, or student may also request TAG assessment for an individual student.  A body of evidence is collected for each student who is nominated for TAG identification. The goal of our multiple criteria identification process is to have a comprehensive picture of the student’s demonstrated or potential ability. After all evidence is gathered, a TAG Committee consisting of classroom teachers, TAG Educational Advisor, and the principal meets to review nominated students. After extensive discussion a decision is made regarding formal TAG identification. This process generally takes 8-10 weeks.  Once a student is identified, an Advanced Learning Plan (ALP) is developed. 

In general, the body of evidence for TAG identification is collected through the RtI process. Student work in enrichment activities is a component of our body of evidence.  In addition, the following additional evidence is collected during the identification process:

• Small group 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

Nomination forms can be found on the BVSD Website along with additional information on the on the BVSD TAG Identification Process.