TCAPS Talented and Gifted Program (TAG) Board Study Session - - PowerPoint PPT Presentation

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TCAPS’ Talented and Gifted Program (TAG)

Board Study Session

Sander Scott September 22, 2014

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Rational Choice Decision Making Process

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Vision Statement

TCAPS One Page Strategic Plan

Every learner will reach his or her potential in an engaging, inspiring, and challenging environment.

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TAG Mission Some students require a different experience in order to reach that potential - to be engaged, inspired, and challenged.

Extension of TCAPS Vision

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Key Stakeholders

• Students
• Parents
• TAG Teachers
• Community

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Possible Options Begin with the End in Mind

• Use Current Criteria (Status Quo)
• Set Number of Seats - Fill Slots
• Accelerated Program (Self-Select with counsel)

○ 4-5 Blended (Multi-Age)

• Service Students at Their Home School - Traveling Teachers
• Menu of Options

○ Current Program ○ Accelerated Program ○ Differentiation at Every Site

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What is TAG?

• TAG is a magnet school for identified students.
• TAG provides appropriate learning experiences to

meet the academic, social, and emotional needs

• f these students.
• Grades four and five are serviced at Central

Grade School.

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How did TAG Begin?

• The talented and gifted (TAG) program began at

the West Junior High School about 25 years ago.

• It began in the 7th grade with classes in math,

geography, and language arts.

• Initially, it housed about sixty students in a multi-

age setting, in grades 4-6.

*Ratings and weighted values developed based on recommendations from NWEA, CogAT, and the National Association for Gifted Children.

Why aren’t students opting to take the test or accepting an invitation?

• Parents are happy with their home school
• Avoid controversial nature of TAG
• Don’t know about the program and what it has to offer

Is the program appropriate?

• Yes, currently, the identification process matches the program.

What other options are available for students to enter the program?

• Students who were not accepted into the program in 4th grade may

test again, after one year, for entrance into TAG’s 5th grade program How can we reach more students?

• East/West side offerings
• Transportation solutions
• Teacher training - district wide differentiation
• Provide CogAT to every 3rd grader
• Menu of services

Q & A

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Student Achievement

TAG students’ ACT results compared to Non-TAG student results

English Mathematics Reading Science Composite 20.3 20.3 21.3 21.2 20.9 Traditional Students TAG Students English Mathematics Reading Science Composite 29.9 28.2 29.6 28.2 29.1 Of the 13001 AP tests taken (between 03-04 SY and 13/14 SY), 2810 or 21.6% are taken by TAG students (approx. 570 students). TAG student proficiency is 92.4%, while non-TAG students proficiency is 75.6%.

TAG Students by Year

fiscal year TAG Count 2003/04 139 2004/05 138 2005/06 134 2006/07 128 2007/08 133 2008/09 97 2009/10 69 2010/11 70 2011/12 70 2012/13 84 2013/14 72

*“TAG Busing – Discontinue” was a 2006/2007 budget reduction for a cost savings of $35,000 at that time.

TAG Students by Grade and Year

Where Do TAG Students Come From? Do Students Stay with TCAPS after TAG?

• Of the 570 individual TAG students, 68 or 11.93%

began attending TCAPS for the 1st time as a TAG student.

• Of the 68 new to TCAPS TAG students, 58 or 85.3%

continues one or more years with TCAPS after completing TAG

What’s Next for TAG Students

Of the original 570 students in TAG from 03/04 to 13/14, 446 or 78.3% continued on to AT. (The AT designation was not tracked automatically until we began using Pinnacle in 2010/11. Therefore TAG students entering AT before 2011/12 would have been reliant on hand entry.)

Timeline for TAG

✓ Completed Action Items ○ Parent and community input session ○ Review at Board Curriculum meetings ○ Review at Board Policy meeting ○ Review of Spring NWEA scores and invite students to August testing ○ Review appeals based on Spring NWEA scores

• Upcoming Work
• September 22 - Study Session at the Board

■ Session to include parents, teachers, and selection committee

• September - October

○ Develop a TAG A3 with Principals to gather input district-wide using SWOT Analysis ○ Develop Comprehensive PD Plan – gather input ○ TAG Parent/Community Member Mtg (SWOT)

• November - Board Curriculum

○ Present 3-5 Year PD Plan with Budget Estimates

• December – Board Curriculum

○ Review Preliminary Recommendation, SWOT Analysis, A3

• January – Full Board

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