TAG in the 509J School District

The 509J district adheres to the polices and  procedures outlined by  Oregon TAG Law.  These rules  apply to all children, grades K-12, in all public schools. The three major sections of the TAG law discuss identification of TAG students, programs and services for TAG students, and the specific rights of parents.

The 509J school district has  written policies and procedures describing how we collect and use information to identify TAG students, as well as describing the specific programs and services available to identified students within the district. The District TAG Coordinator or school principal will be able to describe these procedures to you.

Briefly summarized, the procedures are outlined below.

Identification

Students are identified in the following areas:
    * Intellectually gifted
    * Academically talented in reading
    * Academically talented in math

Multiple measures are always used prior to any formal TAG identification.  Behavioral, learning and/or performance information can be used in the identification process, including:
    * Scores of 97th percentile or greater on nationally standardized mental ability tests for students identified as intellectually gifted. 
    * Scores equal to or greater than the 97th percentile on nationally standardized achievement tests in reading or in math for students identified as
    * academically talented in reading or math. 

Many students also perform just below the 97th percentile.  These students, although not identified as TAG, are said to be in the TAG pool.  Students who are formally identified or in the TAG Pool are eligible to participate in many enrichment programs, such as those offered by Oregon State University.

Identification Testing

The district  tests to identify TAG and Pool students  according to the following schedule:

Grade

Non-Verbal Reasoning

Cognitive Skills

Academic: Reading

Academic: Math

Kindergarten Referral Referral Referral
First All 1st in Fall Referral Referral
Second All 2nd in Fall Referral Referral
Third New transfers and referrals OAKS
OAKS
Fourth All 4th in Fall OAKS
OAKS
Fifth New and referral OAKS
OAKS
Sixth New and referral OAKS
OAKS
Seventh New and referral OAKS
OAKS
Eighth New and referral OAKS
OAKS
9-12 New and referral OAKS
OAKS

509J TAG Population

The following  table shows, the  population and distribution of students in the Corvallis 509J School District  who are either identified as TAG or in the TAG pool,, as of June 2010.  The TAG counts reflect the number of students who are identified as TAG in one or more areas, but the student is only counted once.  The Pool counts reflect students who are in the pool in one or more areas, and not TAG in any.  The TAG/Pool counts reflect the number of students who are identified as TAG, or in the pool, or both, but the student is counted only once.

TAG and Pool Populations in 509J School District, June 2010

School

Total
Population

TAG

%TAG

Pool Only

%Pool Only

TAG/Pool

%TAG/Pool

Adams 443 81 18% 123 28% 204 46%
Cheldelin 657 241 37% 166 25% 407 62%
Corvallis
High
1271 309 24% 339 27% 648 57%
Crescent
Valley
1073 365 34% 244 23% 609 57%
Franklin K-8
325 91 28% 96 30% 187 58%
Garfield 410 50 12% 64 16% 114 28%
Hoover 436 111 25% 104 24% 215 49%
Jefferson 343 87 25% 67 20% 154 45%
Lincoln K-8 448 26 6% 80 18% 106 24%
Linus
Pauling
730 184 25% 190 26% 374 51%
Mt. View 397 42 11% 99 25% 141 36%
Wilson 402 55 14% 84 21% 139 35%
TOTAL:

6935

1642 24% 1656 24% 3298 48%

Programs and Services

The law requires that the district  provide instruction to identified students which addresses each student's assessed level and rate of learning in  all relevant subjects.  

A student's level of learning is the instructional level in the curriculum and the place where the student will be successful but will encounter knowledge and skills not yet learned or mastered.  This is different from simply advanced grade level--it involves complexity and sophistication of concepts.

The student's rate of learning is a measure of the pace at which the student successfully progresses through the curriculum after being placed at the appropriate instructional level.  A student's rate of learning will vary, depending on the subject, point in the learning process, degree of interest, level of difficulty, and learning style.

The level and rate of learning are considered acceptable when the student is challenged, learning new concepts, pursuing deeper and more complex work, and is not frustrated by work that is too easy or too hard.

Although there is no distinct pull-out TAG program in the  district ,  the following programs, services, and techniques are used to provide the appropriate instruction for identified students:
        * Acceleration - altering the pace or speed of learning and providing more sophisticated strategies and structures to meet the learning level 
          and rate requirements. 

        * Flexible Skill or Ability Grouping - grouping students of similar ability for a specific skill area, within a classroom, at grade level, or across 
          grade levels. 

        * Differentiation - modifying the content (curriculum, standards, goals), the process and activities to learn the content, the product that 
          demonstrates what has been learned, or the environment where the learning takes place, to match the differing needs of different students.
 
        * Cross-grade Grouping - grouping students of similar ability for specific skills or content, with students in a higher grade.

        * Compacted Curriculum - reducing the amount of time normally required to master a subject. Often a  pre-test determines the current level of
           mastery and students are given a decreased amount of review of previous skills, and/or less practice for new skills.

        * Grade Skipping - placing students in a higher grade ahead of usual placement.

        Advanced Placement - a formal curriculum for high school students who may take an AP exam for college credit after completion of  the AP
           course.

        * Concurrent Enrollment - allowing students to take classes in the next higher level of school and obtain credit in both settings. 

        * Independent Study - identifying problems or topics of personal interest to the student, and assisting in planning a method of investigation
          and identifying the product.  

Parents & Guardian's Responsibilities

The major responsibility of parents is to be informed about and involved in their child's education, so they can be supportive advocates.  Good communication between parents and the school allows for questions to be raised and addressed.

The Oregon TAG Act guarantees the following specific rights to parents of children identified under it:
         Parents are to be notified of their children's identification as talented and gifted, and of the programs and services available in their district. 

        *  Parents must be given the opportunity to provide input to, and discuss the programs and services to be received by their child.

        *  Parents must be informed of the procedure for a complaint or appeal.  This procedure, contained in the 509J District TAG Handbook, 
            provides for resolution at the local level. The policy directs parents to bring their complaint or appeal first to the teacher.  If not satisfactorily 
            resolved, the complaint may then go to the building principal or building TAG contact, then to the district TAG contact, then the district
            superintendent, and finally to the local board of education.  After local complaint procedures are exhausted, parents may address a written
            complaint indicating which state standard is being violated to the State Superintendent of Public Instruction.

         *  Parents may request access to the records used in the identification process along with an explanation by a knowledgeable district
            employee. 

Contact Us

Phone: 541-766-4857
Fax: 541-757-5726
Address: 1555 SW 35th St., Corvallis, Oregon 97333
Staff: Kevin Bogatin,  Assistant Superintendent