Students who do not qualify yet will be monitored and additional data will be reviewed at a later time determined by the TAG team. A review will occur at least annually. All information will be filed in a TAG- labeled folder and kept in the TAG coordinators files. Families will be informed through the family letter. A TAG plan will be developed and reviewed with the student’s teachers annually.

Multiple modes and methods of data collection used in the identification process. Aligned to OAR 581-022-2325 (2)(b)(c)

Multiple Measures and Modes that demonstrates a preponderance of TAG ability that include qualitative and quantitative data Modes and Measures of Data for TAG Identification

Culturally responsive practices specific to identification. Aligned to OAR 581-022-2325 (1)(a), (2)(d)(A-E)

Use of CLED scales document CLED_Scales2015 (1)
● Use of universal screeners
● Use of Modes and Measures of Data document Modes and Measures of Data for TAG Identification

Research-based tools, instruments, or considerations utilized to equitably identify students from underrepresented populations including, but not limited to: students experiencing disabilities, students who are culturally and linguistically diverse

KOI, NNAT, CogAT, OSAS and utilize the ELL Characteristics profile and collect work samples from the student.

Methods and practices that minimize or seek to eliminate the effects of bias in assessment and identification practices

All district staff will receive training during in-service week and/or within the first 4 weeks of the school year. The PD will provide information on:
● The 6 profiles of learners

● Characteristics of English Language Learners Characteristics of Gifted English Learners
● See Me Checklist See Me Checklist for Inclusive Identification
● TAG identification process flow chart HSD School District TAG Identification Process
● Use of Local Norms

Universal Screening/Inclusive considerations

Staff will follow instructional best practices as well as follow all 504 plans and IEPs.

Assessment data, specifically addressing the use of national norms, local norms, or both in identification data collection

We will use:
● District-based assessments: MAP and Dibels
● State and National assessments: SBAC and ELPA
● Local Performance Assessments
● Curriculum-based summative assessments

Additionally, CogAt assessments requested outside of the 2nd grade will use national norms for analysis.

Qualitative data (teacher, parent, and student checklists, observational data, portfolios, and classroom performance, etc.)

We will use two documents to capture input:
● TAG Teacher/Parent/Peer Nomination and Questionnaire.docx
● Modes and Measures of Data for TAG Identification

A tool or method for determining a threshold of when the preponderance of evidence is met.

HSD TAG Identification Eligibility Detmination.docx

TAG Eligibility Team

We will establish a team that will include:
● District coordinator
● Representative from the elementary, middle, and high schools
● Classroom teacher
● Specialists when appropriate

Documents that are included in the student's cumulative record file regarding TAG identification and the eligibility teams’ process to determine identification

A student’s TAG folder will include:
● TAG Teacher/Parent/Peer Nomination and Questionnaire.docx
● Modes and Measures of Data for TAG Identification ●HSD TAG Identification Eligibility Detmination.docx
● Characteristics of Gifted English Learners

Is a universal screening instrument used at a specific grade level?

Yes

What is the broad screening instrument and at what grade level is it administered?

HSD Universal Screeners by Gade

How is the screener used in the identification process (i.e. what percentile threshold, if any, is used to initiate the eligibility process; and how are percentiles used to promote, rather than extinguish, eligibility)?

● 100% of scores are Nominated for TAG Identification ● 10-20% of scores are Considered for TAG Identification using a Case Study
● 5-10% of scores are Selected for TAG Identification when a preponderance of the evidence is found
● CLED students who perform in the top 10% in a local cohort norm or greater on the CogAT or NNAT PLUS show qualitative evidence of gifted characteristics, this automatically qualifies them for TAG.

Does your district accept TAG identification from other districts in Oregon?

Yes

Does your district accept TAG identification from other states?

Yes

Do local norms influence the decision to honor identification from other districts and states?

The TAG committee will review the student’s TAG identification documents, determine if items are missing from HSD’s process and administer missing items. The team will then review the additional data and create an updated plan for the student.

Aligned to OAR 581-022-2325 (1)

HSD will offer multiple ways for students to be identified as TAG. These include:

● Universal Screening using the CogAT with all second-grade students and with other grade-level students when deemed appropriate.
● Quantitative data: local performance assessments
● Qualitative data: includes work samples, observations, profiles, and checklists.

Once the data is collected a district-based team consisting of the district TAG facilitator, building representative, and classroom teacher will meet to determine if the evidence supports an identification.