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Colton School Board adopts schedule to screen third-graders for TAG services
Summary
District staff presented a new TAG identification plan to screen all third graders with a 30‑minute nonverbal screener, set qualification thresholds and committed to parent notification and appeals; assessments will run through March with plans finalized by June.
The Colton School Board heard a detailed plan to identify and serve students in its TAG (gifted-and-talented) program, with district staff saying the district will screen all third graders and move qualified students into individualized plans.
The presenter (speaker 4) described a screening protocol the district will use to reach students who previously may have been missed. "The identification plan is to start at third grade and test every single student in third grade," the presenter said, adding the screening is a 30‑minute, nonverbal assessment intended to reduce language bias in results. The district reserved roughly 80 assessment slots and said administrators will work with teachers to run the screenings during advisory or other school periods.
Under the proposed qualification process, a student would need to score at or above the 90th percentile on the screener and also rank in the top decile on state or district assessments (such as MAP) to qualify for TAG services. The presenter said parents will receive results and can opt out of screening or appeal placements. "If a student is placed in TAG and parents were on board with that, we would create what they call a PEP or a PIP," the presenter said, describing the individualized plans schools will use to document services.
The district named Britney Furlan as the TAG coordinator who will help administrators implement the plan and notify families. Key dates provided by the presenter: assessments will be completed by March 15, families will be notified by April 1, and individual TAG plans will be in place by June 1.
Board members asked procedural questions about referral pathways and appeals; the presenter noted parents and teachers can refer students for screening and described an appeal process that can escalate to the district if families disagree with a local decision. One board member urged the district to ensure staff receive professional development so teachers can design differentiated lessons and PEP/PIP content.
Next steps: the board will receive continued updates as referrals are finalized, assessments are administered and notification letters go out to families.
