Val Reynolds, the TAG (Talented and Gifted) Coordinator for Ontario School District 8C, highlighted significant advancements in the district's approach to identifying and supporting gifted students during the recent school board meeting. With 36 years in education, including 18 years at Ontario, Reynolds emphasized the importance of a holistic identification system that moves beyond traditional metrics.

Reynolds outlined three primary goals for the TAG program: identifying characteristics of gifted students, revising the identification system, and enhancing student and family services. She noted that the referral rate for gifted programs has increased, indicating greater awareness and involvement from both parents and teachers. This shift is attributed to ongoing professional development and community engagement efforts.

A key focus of Reynolds' presentation was the need to recognize diverse student profiles, including those who are underrepresented in gifted programs. She reported improvements in identifying students from various backgrounds, including English Language Learners and twice-exceptional students. The district aims to ensure that 5 to 10% of its gifted population reflects these unrepresented groups.

Reynolds also discussed the implementation of a new flow chart for student identification, which emphasizes local talent and incorporates multiple assessment methods, including portfolios and case studies. This comprehensive approach aims to foster a more inclusive environment for all students, allowing teachers to tailor their instruction to meet individual needs.

The meeting underscored the collaborative efforts of school principals and staff in prioritizing TAG education, with Reynolds praising their commitment to providing enrichment opportunities. She shared success stories from classrooms where students engaged in productive struggle, enhancing their problem-solving skills and resilience.

As the district continues to refine its TAG program, Reynolds expressed optimism about the future, highlighting the importance of community involvement and ongoing education for families. This article was created by AI summarizing key points discussed. AI makes mistakes, so for full details and context, please refer to the video of the full meeting.  

November 22, 2023 We're in the News! Check out this article written by Steven Mitchell of the Malheur Enterprise:

ONTARIO– Over 40 elementary school students from the Ontario School District’s talented and gifted program toured a local shoe factory in Ontario last month with the program’s first-ever coordinator.

The second through sixth graders learned about the shoe-making process at NuuSol, the makers of Crocs and flip-flops, during the Oct. 24 field trip, according to Valerie Reynolds, the district’s first coordinator of the program.

In Oregon, a talented and gifted student requires special educational programs or services, or both, beyond those usually provided by the regular school program, according to the state Department of Education. Continue to read the article by clicking HERE. 

Students need time to actively process what they are learning. Th e goal of our elementary enrichment class is to "spark" students curiosity! Curiosity comes from wondering in the process of trying to figure something out! Our goal is to create a community of learners who are faced with productive struggle and have to learn how to work things out together.  Curiosity and complexity ignite the brain! Click HERE to see what your kids are up to in their classes.

 Gifted children need opportunities to be together, to have friendship possibilities that require them to cope with their differences. (Coleman & Cross, 1988) This TAG advisory will be a two-year cluster group and allow TAG students to spend time with intellectual peers, maximizing opportunities for appropriate aptitude and interest exploration along with building those important peer relationships.

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