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Board hears TAG redesign: district phases out CogAT pull-outs in favor of tiered, classroom-linked supports
Summary
District staff described a shift from pull-out, CogAT-based identification toward a three-tier TAG model emphasizing talent development for all, year-long academic challenge, and targeted gifted support; presenters said ~2,923 students participate and board members asked for proportionality and early-entrance/acceleration utilization data.
District TAG (Talented and Gifted) staff outlined changes to the identification and delivery model that Superintendent McIntyre implemented operationally in recent years. The revised model centers on three tiers: talent development (whole-class enrichment and maker-space activities provided for all students), academic challenge (weekly, standards-aligned support in reading and math with Concept Quest tasks for grades 2–5), and gifted support (individualized plans where needed). "Talent development gives all students opportunities to explore and find their strengths," a TAG presenter said.
Presenters reported about 2,923 students currently participating in TAG reading and math services and described identification practices that lean on teacher observation, formative assessments (FastBridge/aReading), and classroom data rather than exclusive reliance on the CogAT. Board members raised equity and access concerns, asking how participation compares to district demographics and how the district supports twice-exceptional students and families who are reluctant to opt into services. Presenters said they will provide a proportionality analysis and site-level participation breakdowns for board review.
The board also asked for historical context about the change (presenters said the major model shift occurred around 2022 and was driven by stakeholder input) and for clearer parent communications about options such as early entrance and grade-acceleration. Staff committed to supplying usage counts for early entrance and acceleration requests and to improved family-facing materials explaining TAG pathways.
Provenance: topic introduced SEG 1216; participation details SEG 1918–1921.
