Middle School TAG

East Marshall TAG Program

 

Mission Statement:  The mission of the East Marshall School District Talent and Gifted program is to provide a supportive and challenging academic environment that encourages critical and creative thinking, maximizes individual students’ strengths, and motivates them to be self-directed learners who will become productive citizens.

 

Program Goals

1. Ensure that all students be given equitable consideration.

2. Talented and gifted students will progress through a program that provides a blend of differentiation, enrichment, and acceleration.

3. Students will develop critical thinking, creative, problem-solving, and reasoning skills.

4. Students will be provided opportunities to meet their unique social-emotional needs.

5. The district will support collaboration between TAG and classroom teachers and parents in meeting the educational needs of students.

 

Identification Guidelines K-12

The Identification Form (FORM A) is used for identification. Identification may be initiated by classroom teachers, test scores or parent. Form A consists of three parts: Teacher Observations, Daily Grades, and Test Scores.

  • Students will receive differentiated services.

  • Students who meet the criteria based on an annual review, will come to the pull-out program.

  • Students who do not meet the criteria may be suspended from the pull-out program.

    • Reasons for suspension:

      • 1.  Parent requests that their child be allowed to leave the program.

      • 2.  Student displays inappropriate behavior that distracts or endangers other students.

      • 3.  Student is not performing as expected as indicated by a letter grade of C or below in any subject.

      • 4.  Student requests to be allowed to leave the program.

      • 5.  Student is not consistently meeting test score expectations.

      • 6.  Suspensions are dealt with on a case by case basis.

 

Students new to the district

Any student new to the district, that possess data that indicate they might be a candidate for the TAG program, will be evaluated for the gifted program within 30 days of his or her entrance to the district.  Previous participation in a program in another school system does not constitute admission into the program at East Marshall School.

 

Talented and Gifted Student Database

Each student who is in the TAG program will be entered into a database to keep track of information that can be passed on to help with uniformity in alignment of the program overall.  Any pertinent information regarding the student’s programming will also be kept on the database.

 

East Marshall Acceleration Procedure

Acceleration is any modification of the regular instructional program that enables a student to progress more rapidly and to complete a program in less time or at an earlier age than is traditional.  These acceleration opportunities should include, but are not limited to:  early entrance to kindergarten (as covered by district policy), moving at a faster pace through subject area(s), advanced grade placement, obtaining high school credit while in middle school, obtaining college credit while still in high school and early graduation.  

Acceleration Procedures Referral and Screening Process

Referral for acceleration is a separate process from referral to the school’s Talented and Gifted program. The Iowa Acceleration Scale will be the tool used to gather information for the process.

The referral process may be initiated by the student, teachers, administrators, school psychologists, school counselors, school support staff, parent, guardian and other students which would prompt the TAG coordinator  to initiate the screening process. The acceleration team will include representatives of the school and family and may include, but are not limited to, parents/guardians, student, building administrator, current content area teacher, the receiving teacher for the content area, counselor and TAG coordinators.  The screening procedure is applied equitably and systematically to all referred students.

Written Acceleration Plan

A Personalized Education Plan for Accelerated Services will be developed and a timeline for delivery of services will be outlined.  The TAG coordinator, in conjunction with the building administrator, will be responsible to oversee and aid in the implementation of the plan and the transition process. The Iowa Acceleration Scale will serve as the documentation for the plan.

Transition Period

The student’s transition should be evaluated with 30 days after placement and sooner if necessary.  During this time, the parent or legal guardian may request, in writing, the discontinuation of the acceleration program without any repercussions.

Short-Term Needs

*Achievement tests will be taken at grade-level.

*Transportation between buildings will be arranged for by the district.  If scheduling issues arise, students may need to seek alternative ways of taking the class which may include but not be limited to, online courses, independent study or ICN type course.

*Student’s class rank will be with their graduating class.

Long-Term Needs

*Maintain accelerated standing by following rigorous course of study outlined on the back of this pamphlet.

*Credit for course work done will be assigned as follows:

   -middle school students who take HS level classes during middle    

           school will receive a letter grade on their HS transcript which will count toward their GPA.

   -middle school students who go to the HS to take a HS class will

           be awarded HS credit on their HS transcript with a letter grade which will count toward their GPA.

*Acceleration coursework will be noted on transcripts.

Extracurricular Activities

Students will participate in extracurricular activities at the grade level in which they are enrolled.    

Appeals Process

If the parents/guardians or any member of the acceleration team, disagree with the acceleration team recommendation, they may appeal the decision to the TAG coordinator in conjunction with the building administrator.


 

                                               Revised April 2016