Talented and Gifted Program

The formal identification process includes the compilation of data by the TAG facilitator and the incorporation of perceptual data from the parent and teachers.  TAG facilitators follow the Davenport TAG Three-Tiered Identification Process.

• The criteria for formal ID are based upon the following:
  • Scale Score and Iowa Percentile Ranks from the ISASP (Iowa Statewide Academic Student Progress) for English Language Arts, Math, and/or Science. 
  • Scores on the Cognitive Abilities Test areas of verbal ability, quantitative reasoning and/or non-verbal ability, including stanine scores compared to local context. 
• To ensure all day, everyday TDG/TAG services, the gifted education teacher and the classroom teacher will collaborate to provide differentiated curriculum through the following direct and in-direct models: Consultation and Collaboration, Push-in Programming, and Pull-out Programming.
• Identification data is reviewed by District and building personnel for programming determination.
  • Additional information may be considered when determining whether a student demonstrates a need for gifted and/or talented services. This may include characteristics such as leadership, creativity, problem-solving, or other areas of advanced ability or potential.
  • When assessment information does not fully capture a student's abilities or potential, the school team may conduct a Portfolio Review to gather and consider additional evidence of the student's learning needs. Documentation from the review will be maintained by the school team.
• TAG Transition Reviews: To ensure TAG services continue to match a student’s instructional needs, DCSD will review student needs at key transitions.
  • Elementary to Middle School (Grades 5–6):  Some students may participate in a CogAT Complete Battery during fifth grade when additional information is needed. The team will consider assessment results, classroom performance, achievement data, and teacher input to determine the appropriate level of TAG support.
  • Middle School to High School (Grades 8–9): A similar review may occur in eighth grade when additional information is needed to determine the most appropriate TAG support for high school.
  • The goal of these reviews is to ensure each student receives services that appropriately match their learning needs.
• Building-Level Norms: DCSD considers a student’s performance within their school setting when making gifted and talented identification decisions. This helps ensure identification reflects each student’s learning needs and the educational context in which services are provided.  Building-level information is one part of a multiple-measures approach used to determine a student’s need for TAG services.
• Students shall not be precluded from services based on behavior, work completion, organization, or study habits.
• During the beginning of 4th grade, students may be identified for the delivery of TAG programming services.  Identification may occur in any grade thereafter as assessment data dictates and/or referrals are requested.

Students who are identified for TAG services in Grades 4–12 and students receiving acceleration services have a Personalized Education Plan (PEP).  A PEP helps the school team understand a student’s strengths and learning needs and plan appropriate TAG services. The plan is developed with the student and TAG Facilitator and is shared with teacher(s) and family annually.

TAG services may be provided through classroom instruction, small-group learning, enrichment, or individualized support based on the student’s needs.  The PEP is updated as needed to ensure services continue to appropriately support the student’s learning and growth.