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District staff outline changes to gifted services, emphasize equity in identification and expanded supports
Summary
District gifted and talented staff described a self‑audit and three‑year plan, announced a shift from TAG to "Gifted and Talented Services (GTS)," outlined identification changes using a z‑score plus KODAT testing, and highlighted new communication, acceleration criteria and professional development.
District staff presented a multi‑part update on gifted programming and recommended operational changes intended to increase equity, clarify services and expand supports.
Presenters — including the GTS team leads and AEA representative Kate Boonstra — said the district completed a GSAP (gifted self‑audit and planner) and set three initial program goals: (1) refine and make equitable the identification process, (2) strengthen program development and communication, and (3) track student outcomes and measures. To shift emphasis away from labeling students, staff announced a trial name change from TAG to Gifted and Talented Services (GTS).
On identification, staff described a composite approach that uses a z‑score based on at least two recent FAST assessment data points, complemented by ability measures and observation‑based lessons for younger students. The district reported it now administers the KODAT cognitive assessment beginning in second grade (previously third), which staff said can reduce identification bias for ELL and other populations because the KODAT is picture‑based. Presenters said identification is not a single one‑time event: teachers, parents and PLC teams cross‑check candidates, and the district intends a yearly identification rollover to capture late‑emerging needs.
Staff also reviewed instructional practices and supports: more intentional student assistance team meetings, a Chat GTS newsletter for staff, a comprehensive parent Square group to share information across grades, and increased GT teacher participation in classroom SAT meetings. The presentation covered acceleration procedures (subject or whole‑grade acceleration) using the Iowa acceleration scale and noted that such acceleration is a research‑driven, multi‑stakeholder decision.
Professional development described in the presentation included targeted PD on differentiation, grouping strategies and depth‑of‑knowledge planning; staff also noted the district presented at the Iowa Talented and Gifted conference and is evaluating curricular materials aligned to the Curriculum Studies Network rubric and NAGC guidance.
Board members thanked the team for the review and asked procedural questions about identification; presenters responded with specific changes and cross‑checking steps. The presentation concluded with an assurance that the district would reconvene at the end of the year to measure progress on the three stated goals and determine next steps.
What happens next: staff will continue using the z‑score and KODAT testing in the identification pipeline, expand GTS communications to families and provide updates to the board on program measures and any needed adjustments.
