T.A.G.: Talented and Gifted Program
Why Identify Gifted Students?
It is important to identify gifted students so that teachers and staff can properly meet their educational needs. We recognize the unique abilities and interests of all children. While some children require ESL services, some literacy support, gifted students require instruction at a different level and pace as their age mates. By identifying gifted students, we are able provide for their special needs. Identification is actually a needs assessment so that we can provide proper opportunities to help students develop their gifts and talents.
Overview of the Identification Process
We use a nomination process, which means a teacher, parent, or other adult may recommend a student for assessment for possible gifted and talented identification and services. The nominating individual contacts the school's TAG advisor, Michelle Eckstein, to begin the identification process.
Parent and teacher checklists, or inventories of the characteristics of student characteristics, are collected along with achievement data and other relevant assessment information such as examples of student work, teacher observations and recommendations.
The TAG advisor will conduct aptitude testing with district-approved. The TAG committee, comprised of teachers from various grade levels and disciplines, the TAG advisor, and principal will review all of the collected data and make a determination of identification as a TAG student. The TAG committee meets monthly. It generally takes between 8 and 10 weeks for all evaluations to be completed and presented to the TAG Committee.
The classroom teacher, in conjunction with the TAG advisor, will develop a Personalized Learning Plan (PLP) for the identified TAG student. The PLP is generally prepared following notification of TAG identification and discussed with parents during the next parent teacher conference. The PLP is updated annually.
TAG identification moves with the student throughout his/her tenure in the Boulder Valley Public Schools. Students identified as gifted outside of BVSD will be assessed for continuation of that designation on an individual basis.
Differentiated Instruction
The classroom teacher and TAG Advisor work collaboratively to provide the best educational opportunities for students. There are a number of different ways we create an educational environment that will keep pace with a student’s developing abilities. These techniques may include in-class modifications to the curriculum or pull-out programs where students are taught in small groups.
In-Class Modifications
Teachers use many different strategies to differentiate content, process and product for the grade level curriculum. Differentiation acknowledges that all learners differ in their readiness, interest, learning style and learning preferences. Differentiation means that teachers plan for these differences in their lessons. Students may be given the choice of several activities or may be asked to demonstrate understanding of material in a variety of ways. This differentiation is KEY to engaging and challenging gifted students in the classroom.
In addition there are specific strategies that can be used with students who demonstrate mastery of subject matter.
- Accelerated Classes
- Curriculum Compacting
- Learning Centers
- Independent Projects
- Individually Paced Reading Programs (SRA)
- Individual Spelling Programs
- Problem of the Day/Week
Pull-Out Programs
- William and Mary Reading Groups
- 1st Grade and 2nd Grade Math Workshops
- Junior Great Books Groups
- Authors Extravaganza
Enrichment
Enrichment provides opportunities to study subjects or content not covered in the typical school curriculum and/or a more in-depth exploration of topics covered in the regular curriculum. Enrichment activities are open to all interested students in the relevant grade levels.
In-school Enrichment Activities
- Geography Bee (4th and 5th grades)
- Spelling Bee (1st through 5th grades)
Before/After School Enrichment Programs
- Chess Club
- Songbirds
- Geography Club
- Student Council
Social and Emotional Support
Giftedness has an emotional as well as intellectual component. Intellectual complexity goes hand-in-hand with emotional depth. Just as gifted children's thinking is more complex and has more depth than other children's, so too are their emotions more complex and more intense. Some of the social and emotional issues that are common in elementary school include:
- Divergent Thinking
- Sensitivity
- Excitability
- Perceptiveness
- Asynchronous Development
- Perfectionism
During Language Arts pull out programs literature selections may include stories and books featuring gifted students dealing with common problems. Additionally, all of the TAG pull out programs will include community building and cooperative projects to help TAG students to develop strong leadership skills. Students will be encouraged to look at the world around them and see themselves as important contributing members to making our world a better place.
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