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Eugene School District 4J

Equity. Excellence. Innovation.

Parent FAQs and TAG Forms

  • Any student in grades K-12 can be referred for Talented and Gifted (TAG) by anyone who knows the child. 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) 

    Upon receiving a TAG referral, the teacher and Building TAG Coordinator begin the evaluation for your child. Evidence collection begins with what’s happening in the classroom first which can include classroom performance, work samples, gifted trait checklists completed by the educator(s), observations of behavior and learning needs, various assessment data, etc... Any educator at the school who works with the child contributes their own data and observations. These educators can include the School Counselor, SpEd teacher, Language Specialist, Speech Pathologist, Administrator, and this is determined case by case.

    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 Administrative 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 as those listed above.

    To be identified as a student who is Academically Gifted in Reading or Math, the students typically 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 (OSAS, 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, reasoning, analogous thinking, puzzle solving, visual-spatial reasoning, and applying inate ability to solve complex problems. In 4J, this could include the Naglieri Nonverbal Ability Test (NNAT). For 2nd graders (only) we use our yearly universal screener, the Cognitive Abilities Test. See CogAT Parent Information.

    The TAG Coordinator, teacher/specialist meet to review the data and make a decision regarding TAG eligibility. Once a decision is made you will be contacted in writing by the Building TAG Coordinator and/or teacher.

    For further TAG parent information, education, clarification, and to find additional forms, please go to our 4J TAG Parent Resource webpage. Complete and return the appropriate forms and return them to the teacher or the TAG Coordinator at your child’s school. Click here for the 2026-2027 List of K-5 Building TAG Coordinators.

  • Upon receiving a TAG referral, the teacher and Building TAG Coordinator will open a TAG file for your child. Evidence collection begins with what’s happening in the classroom first instead of starting with an on-site standardized test.  Evidence includes classroom performance, work samples, gifted trait checklists completed by the educator, observations of behavior and learning needs, assessment data, etc... Any educator at the school who works with the child contributes their own data and observations. Possibie staff can include the School Counselor, SpEd teacher, Language Specialist, Speech Pathologist, Administrator. This is determined case by case.

    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 Administrative 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 as those listed above. To be identified as a student who is Academically Gifted in Reading or Math, the students typically 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 (OSAS, 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, reasoning, analogous thinking, puzzle solving, visual-spatial reasoning, and applying inate ability to solve complex problems. In 4J, this could include the Naglieri Nonverbal Ability Test (NNAT). For 2nd graders (only) we use our universal screener, the Cognitive Abilities Test. See CogAT Parent Information.

    The TAG Coordinator will gather all pertinent information collected from the teacher/specialist, meet 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 in writing by the Building TAG Coordinator and/or teacher.

  • 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.