Ontario School District shifts TAG identification to broader, multi-pathway screening

Val Reynolds, the district’s TAG coordinator, told the Ontario School District 8C board that the district has revised how it identifies and serves academically talented and gifted (TAG) students, moving from a single-test model to a “holistic” multi-pathway approach.

Reynolds described a plan that keeps universal screening for new students but adds teacher and parent referrals, case studies, portfolios and local-norm criteria so more students from historically underrepresented groups can qualify for services. "We will do universal screening every fall in second and fifth grade," she said, and added the district is using multiple qualitative and quantitative measures to assess students.

The changes are meant to reach a wider set of students who were previously missed by a narrow assessment model. Reynolds said the district has increased referral rates and identification among English learners, migrant students and twice-exceptional students, and is moving from a category the state removed — "potential to perform" — to clearer labels such as intellectually gifted and academically talented in reading and math.

Reynolds told the board that identification now starts in kindergarten, that the district uses a local-talent approach (state percentile thresholds were de-emphasized) and that referrals now trigger a multi-page case study, not just a single test. She said the district’s goal is for 5–10% of students overall to receive TAG services and that the work aims to reduce the perception of TAG as an "elite" program.

The coordinator emphasized classroom differentiation as the first line of service. "Differentiation is our first line of service in the classroom," Reynolds said, describing teacher professional development, "Tiger University" courses for staff and cluster grouping at the elementary and middle-school levels. She recounted examples where group problem‑solving and structured productive struggle produced noticeable student growth.

Reynolds also described extracurricular and enrichment elements: students in LIA teams averaged roughly 30 service hours this trimester, LIA volunteers helped fill “over 3,000 eggs” for a downtown spring event, and the seventh-grade band had nearly 30 students. Reynolds said most funding for TAG work comes from the district’s Student Investment Account (SIA) and a small district budget allocation; she also noted one educational donation this year.

Board members and administrators praised the coordinator’s outreach to principals and teachers and the focus on underrepresented groups. A parent from the audience asked how a child with ADHD who appears twice-exceptional would be handled; Reynolds explained that classroom differentiation and cluster grouping can help and that the team-based case-study process is intended to capture those needs. She encouraged parents and teachers to refer students when they see potential.

The presentation concluded with the district saying it will continue professional development for teachers, refine rubrics for creativity and leadership as potential TAG criteria, and monitor data to ensure identified students receive appropriate services.