Section 3: Identification of TAG-Eligible Students 

TAG Identification Process Overview

Aligned to OAR 581-022-2325 (1) 

Link to Flowchart                               Explanation:

 Multiple pathways may lead to a TAG identification. Students enter the identification eligibility process through one of the three options/on-ramps:

• Universal screening casting a wide-net (top 20% using local cohort norms) to ensure identification methods do not immediately exclude potential talent

• Utilizing Local Performance Assessments for need of differentiated instruction

• Inclusion of work samples, classroom observations, and research-based checklists

If a CLED, 504, ML, IEP student performs in the top 5% or 10% in a local cohort norm or greater on the CogAT or NNAT PLUS shows qualitative evidence of gifted characteristics, this automatically qualifies them for TAG. 

If the student doesn’t meet both conditions, continue with Questions to Guide Referral Process. 

If the initial data satisfies the guiding questions, a case study is then opened to collect additional background information from school and home along with multiple modes and measures of qualitative and quantitative data.  

Once a body of evidence has been collected, the case study is reviewed by the School Team to determine if a preponderance supports identification in one or more TAG areas:

• Intellectually Gifted

• Academically Talented in Math

• Academically Talented in Reading 

Students who do not yet show a preponderance of evidence continue to be monitored for consideration at a later date. 

Decisions are documented accordingly and parents are notified. All documents are filed into the student records in a blue TAG folder and the programming is updated to reflect any identification areas in Synergy. The classroom teacher begins services according to an appropriate TAG Plan.

Multiple modes and methods of data collection used in the identification process.               

Aligned to OAR 581-022-2325 (2)(b)(c)

Multiple Measures and Modes that demonstrates a preponderance of TAG ability that include qualitative and quantitative data

Modes and Measures of Data for TAG Identification

Culturally responsive practices specific to identification.                                                    Aligned to OAR 581-022-2325 (1)(a), (2)(d)(A-E)

Use Local Cohort Norms by Cultural, Linguistic, Economic (CLED) or program identifiers to locate students who are out-performing their most similar peer groups

Translated communications with families (Spanish and other languages upon request)

Universal Screeners

Using  Multiple measures and modes of data

Research-based tools, instruments, or considerations utilized to equitably identify students from underrepresented populations including, but not limited to: students experiencing disabilities, students who are culturally and linguistically diverse

Use CLED_Scales 

Kingore Observation Inventory - Observations and Planned Experiences

School programming performance history (EL, SpEd, etc.)

• Local Cohort Norms by CLED identifiers

• NNAT

• Gifted Profiles

• Gifted Student Characteristics of Diverse Learners

• Characteristics of Gifted English Language Learners

• Rate of Language Acquisition 

• Participation in Dual Language Program

Methods and practices that minimize or seek to eliminate the effects of bias in assessment and identification practices

Contributors to the Case Study use the “See Me” Checklist to reflect on their implicit biases and inclusive identification practices throughout the referral process.

Use Modes and Measures of Data for TAG Identification

Use Gifted Profiles

Use of CLED Scale

Use of Local Cohort Norms 

Universal Screening/Inclusive considerations 

Teachers and proctors follow best practices in test-taking and provide accommodations as noted in student IEP and 504. 

Assessment data, specifically addressing the use of national norms, local norms, or both in identification data collection

All Universal Screeners given will use Local Cohort Norm data. 

Cohorts may include: Building, Feeder, Dual Language Schools, Title 1 Schools, Gender, Program of Services, Race

Any CogAT testing requested for students outside of 2nd grade will use national norm data. 

Qualitative data (teacher, parent, and student checklists, observational data, portfolios, and classroom performance, etc.)

Multiple Measures and Modes that demonstrates a preponderance of TAG ability that include qualitative and quantitative data

Modes and Measures of Data for TAG Identification

A tool or method for determining a threshold of when preponderance of evidence is met.

The School Review Team evaluates the Case Study to determine if the student shows a pattern of need, or preponderance of evidence, to receive instructional services that foster academic growth and appropriate challenge. 

TAG Eligibility Team 

The team is school-based and may include or not limited to

• TAG Coordinator

• Teacher(s) specialized in TAG 

• Classroom Teacher

• Administrator

• Counselor

• Department Leads

• Instructional Coaches

• Specialists

• Other Staff

Documents that are included in the students’ cumulative record file regarding TAG identification and the eligibility teams’ process to determine identification

Students referred for TAG Identification will receive a blue folder which includes:

• Documents from Multiple Measures and Modes that provide background student information. Background Info Modes & Measures for TAG Identification

• Documents from Multiple Measures and Modes of data collected qualitative and quantitative data. Modes and Measures of Data for TAG Identification

• Copy of notification letter (qualifying, or not qualifying)

• Case Study form completed

The blue folder will be housed in the Student Cum File and will stay there for the duration of their school career. 

Is a universal screening instrument used at a specific grade level?

Yes

What is the broad screening instrument and at what grade level is it administered? 

HSD Universal Screeners by Grade

How is the screener used in the identification process (i.e. what percentile threshold, if any, is used to initiate the eligibility process; and how are percentiles used to promote, rather than extinguish, eligibility)?

• 100% of scores are Nominated for TAG Identification

• 10-20% of scores are Considered for TAG Identification using a Case Study

  • Additional students are considered if supporting data is collected

• 5-10% of scores are Selected for TAG Identification when a preponderance of evidence is found

  • CLED students who perform in the top 10% in a local cohort norm or greater on the CogAT or NNAT PLUS show qualitative evidence of gifted characteristics, this automatically qualifies them for TAG.

No single data point can eliminate a student from the referral process.

Does your district accept TAG identification from other districts in Oregon?

Yes, if there is documentation of the use of evidence-based practices that include using multiple modes and measures of data to determine if a student demonstrates a pattern of exceptional performance and/or achievement that is relevant to the identification of TAG students under district procedures and ORS 343.395

Does your district accept TAG identification from other states?

Yes, if there is documentation of the use of evidence-based practices that include using multiple modes and measures of data to determine if a student demonstrates a pattern of exceptional performance and/or achievement that is relevant to the identification of TAG students under district procedures and ORS 343.395

Do local norms influence the decision to honor identification from other districts and states?

Not at this time