Any student in grades K-12 can be referred for Talented and Gifted (TAG). Most students will fall into one of three categories: Intellectually Gifted, Academically Talented in Math, or Academically Talented in Reading. You can start by clicking on either of the TAG Referral Forms to see common descriptors of students in each category: TAG Referral Reading/Math or TAG Referral Intellectual Giftedness.  (TAG_Referral_Reading/Math_Spanish, TAG_Referral_Intellectual_Spanish)

Complete the appropriate form and return it to the TAG Coordinator at your child’s school. Click this link for a list of the Elementary, Middle, and High School Building Tag Coordinators.

Upon receiving a TAG referral, the school TAG Coordinator will open a TAG file for you child. He/she will contact the classroom teacher and compile any academic data already collected – OAKS or easyCBM assessments, for example. The classroom teacher will share evidence and observations from the classroom as well. This could include classroom work samples or anecdotal information related to classroom performance and behavior. The TAG Coordinator will then determine if there is enough evidence to move forward with the referral.

There may be enough collected evidence to support a TAG identification without further assessment. This is more common for students in grades 4-12 who already have an extensive assessment history.

No single test should be the measure of TAG identification. In fact, as of 2022, the Oregon Department of Education (TAG) has updated their statutes/rules to say that no one test score can block a student’s identification eligibility, however, a “preponderance of evidence” must be gathered to justify a TAG identification. The law requires multiple criteria. This can include teacher observations and checklists, parent checklists, and work samples in addition to traditional academic scores. To be identified as a student who is Academically Gifted in Reading or Math, the students score at or above the 95th percentile on a test of total reading or a test of total mathematics from a nationally standardized test or statewide assessment (OAKS, for example). If the available data isn’t definitive, the TerraNova Assessment of Reading and/or Math is often administered to provide one more data point.

To be identified as Intellectually Gifted, the student must score at or above the 95th percentile on a nationally standardized test of mental ability. In 4J, this could include the Naglieri Nonverbal Ability Test (NNAT) for students in grades K-12. For Kindergarten, 1st, and 2nd grade students, a more comprehensive assessment administered by a school psychologist is used to confirm. The Wechsler Intelligence Scale for Children (WISC IV) is commonly used for this purpose.

Click here for a list and brief description of assessments used for TAG identification in the 4J School District.

The TAG Coordinator will gather all pertinent information and request a meeting of all school staff involved in the referral to review the data and make a decision regarding TAG eligibility. This “team” will often include the TAG Coordinator, classroom teacher, counselor, school psychologist, or school administrator.  Once a decision is made you will be contacted by the school TAG Coordinator.

The Oregon Department of Education guidelines suggest that a reasonable length of time from referral to decision regarding identification status is thirty working days or six weeks. Decisions on end-of-year referrals may be held over to the beginning of the following school year to facilitate involvement of a building team. Parents should be notified of any delay in the established timeline.

All teachers in the 4J School District work hard to meet the needs of the wide range of learners in their classrooms. Once your child is TAG identified, the classroom teacher will continue to make decisions about the best way to meet his or her academic needs throughout the school day.  Teachers at the elementary level will write a TAG plan to outline the specifics of how differentiated instruction will meet your child’s assessed rate and level of learning. Some options may include, grouping students with similar abilities or interests, using more complex or rigorous curriculum and/or materials, and providing optional projects or activities. Click here to see an Elementary Sample TAG Plan.

Teachers at the secondary level will write a Student TAG Plan only at the request of the parent. Students at middle and high school have a variety of options for core content classes and electives and often a student’s TAG needs are met by placement in more advanced classes. You may request a TAG plan from a specific teacher or teachers.  Download the Instructional Plan Request Grades 6-12  (Instructional Plan Request Spanish) form and return it your school TAG Coordinator. The teacher(s) will contact you to set up a meeting to discuss the plan. Click one of the following for a list of the TAG Coordinators in each school:  Elementary, Middle, and High School TAG Coordinators

Click here to view a Sample Secondary TAG Plan.

A TAG file is opened for every student referred and will remain in the student’s cumulative file. The TAG file contains the documentation collected for the evaluation. Each year new data is collected – Smarter Balanced Assessments (the new OAKS), and copies of applicable, updated work samples for example. Any student who scores at or above the 95th percentile on a statewide assessment is in one way eligible for TAG evaluation. Multiple pieces of evidence must be collected to inform the school team’s decision making process.

It is your right as a parent to appeal the decision. You can make an appointment with your child’s teacher, school TAG Coordinator or principal to share your concerns.  You can also download the Appeal/Review Request Form (Appeal/Review Request Form Spanish) and return it to school personnel or the District TAG Coordinator.

Open communication with your child’s classroom teacher is the best first step. You are all part of the same team working together to ensure that your child has a positive school experience. If you still have concerns you should discuss these with the building principal or building TAG Coordinator.  At the District level, the District TAG TOSA can help to provide strategies and/or support.  If you still believe that there is an issue you can download and complete the TAG Parent Complaint Form (TAG Parent Complaint Form Spanish) and return it to the district superintendent’s office. The final local level option is the 4J Board of Education. After exhausting local complaint procedures, parents may address a written complaint, indicating which state standard is being violated, to the State Superintendent of Public Instruction.

Parent permission is required for any individual testing that may need to be administered for identification purposes. If a student is not identified as TAG, a parent has the right to appeal the results. When a student is identified as TAG, the district must inform the parents about the available programs and services. Parents must be provided an opportunity to give input and discuss with the district the programs and services available to their child. Parents may request withdrawal from TAG services and programs at any time, and parents must be informed of their right to file a complaint.

Both have responsibility, and both should work in cooperation with students who are twice exceptional.