ERIC Number: ED411626
Record Type: Non-Journal
Publication Date: 1996-Apr-18
Reference Count: N/A
Meeting the Needs of TAG Children in Portland Public Schools: A District TAG Advisory Committee (DTAC) Position Paper.
Johnson, Marilyn; Werstler, Jeffrey; Allwardt, Alys; DeLacy, Margaret; Reid, Michael; Weinmenn, Sheila
This position paper from the District TAG [talented and gifed] Advisory Committee addresses many of the educational issues that are of concern to parents of talented and gifted children in Portland, Oregon. The paper is divided into 16 topical areas, including: (1) identification and assessment; (2) gifted student plans; (3) rate and level programs to meet the needs of TAG students; (4) timely delivery of services; (5) data collection and evaluation to ensure compliance; (6) early entry; (7) exceptionally gifted children; (8) geographically isolated children; (9) social and emotional needs of gifted children; (10) time with intellectual peers; (11) communication between and among teachers, parents, students, principals, and administrators; (12) leadership to provide checks and balances to ensure that appropriate TAG services are consistently delivered throughout the district; (13) budget assurances that the benefit from TAG funds are maximized for TAG students; (14) teacher preparation for TAG students; (15) retaining the option of a self-contained accelerated program; and (16) parents' and students' responsibilities. Each section has a goal and then lists supported steps towards the goals. Positions opposite to DTAC-approved goals are also listed. (CR)
Descriptors: Acceleration (Education), Data Collection, Delivery Systems, Early Admission, Educational Strategies, Elementary Secondary Education, Emotional Development, Financial Support, Gifted, Parent Attitudes, Parent Responsibility, Parent School Relationship, Rural Schools, Social Development, Student Evaluation, Student Placement, Student Responsibility, Talent, Talent Identification, Teacher Competencies
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Portland Public Schools, OR.