Talented and Gifted

Students identified for TAG services need differentiated instruction beyond the core curriculum. The goal of The formal identification process includes the compilation of data by the TAG facilitator and the incorporation of perceptual data from the parent and teachers. TAG facilitators follow the Davenport TAG Three-Tiered Identification Process.

The criteria for formal ID are based upon the following numerical indices:

• Scores equal to or exceeding the 95%ile (National Percentile Rank) on the Iowa Assessment areas of reading comprehension, math concepts, and or science (based upon two consecutive years). 
• Scores equal to or exceeding 8 (using grade level stanine) on the Cognitive Abilities Test areas of verbal ability, quantitative reasoning and/or non-verbal ability
• Additional non-academic assessments may be used to identify students who do not meet the numerical indices listed above, but who demonstrate gifted and/or talented behaviors. 
• Identification data is reviewed by District and building personnel for programming determination.
• Students shall not be precluded from services based on behavior, work completion, organization, or study habits.
• Newsletters will be shared each quarter by the elementary TAG facilitator.
• During the beginning of 4th grade, students may be formally identified for the delivery of TAG programming services.  Formal identification may occur in any grade thereafter as assessment data dictates and/or referrals are requested.

A P.E.P. is a planning and programming document designed for students who have been formally identified as gifted.  This document is used throughout the student’s school experiences to articulate needs, plan and provide programming, and document growth.  The planned services may be delivered as part of differentiated instruction within the classroom setting, as part of group extension experiences, or on an individualized basis.  A P.E.P. is developed by the student and the building TAG Facilitator in collaboration with a student’s regular education teacher(s) and parent(s).  The P.E.P. ensures the continued provision and ongoing appropriateness of those services.  Students who have been formally identified as gifted are served with a continuous P.E.P. which is reviewed and renewed annually.