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South Lane SD 45J3 shifts TAG plan to classroom‑centered services and plans universal screening beginning in second grade
Summary
District staff outlined an updated Talented and Gifted (TAG) plan that moves from discrete programs to tiered services embedded in regular classrooms, introduces a universal second‑grade screener and aims to identify 5–10% of students under new state guidance.
District staff presented a substantial revision to the Talented and Gifted (TAG) plan, describing a shift from separate programs to services embedded in classroom instruction and a new screening and identification flow designed to increase equitable identification.
Amy, the district staff member leading the presentation, said the model pivots from providing off‑site or after‑school programs to a three‑tiered services model: Tier 1 core differentiated instruction for all students; Tier 2 a district toolbox of extension and differentiation resources for classroom teachers; and Tier 3 individualized acceleration or grade‑skipping in rare cases. Amy said the shift is intended to put the primary responsibility for differentiation in each classroom while offering building‑level resources and plans when students need additional services.
On identification, the district plans to institute a universal screener for second grade this year; families can opt out of the screener for their child. Amy said the district will offer parent opt‑in screening for students in grades 3–12 who were not previously screened. She described the screener as a nonverbal test administered to second graders (presenter referenced the NNAT3 nonverbal screener), and said the state requires multiple measures rather than a single test for TAG identification.
Historically the district identified roughly 1–2% of students as TAG over the past two decades, Amy said; state guidance encourages districts to identify 5–10% of students as the top performers in rate or level of learning. Amy said the district is building local norms so the identification process can reach that 5–10% target over time.
Other plan elements include building‑level TAG plans posted on the district website, updates to board policy to reflect new OARs and state guidance, a district TAG committee with representation from all buildings, and attention to social‑emotional supports for gifted students through each buildingsocial‑emotional learning specialists.
Amy invited board questions and said administration will present identification counts at the end of the school year when data collection is complete. The board did not take action on the TAG plan at the meeting; staff said policy updates will come forward later for board consideration.
