ERIC Number: ED412667
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Framework for Meeting the Needs of TAG Students.
Portland Public Schools, Oreg.
This document offers recommendations on implementation of Portland (Oregon) Public Schools Talented and Gifted (TAG) educational program in the areas of identification, instructional planning, assessment, communication, early entry, isolated gifted students, social/emotional needs, and budget. The evaluation report identifies each recommendation as to whether a concept or practice is new and should be introduced, existing and should be further developed, or existing and should be maintained with continuing effection and refinement. In the areas of identification, recommendations are offered regarding the overall goal, nomination, and the identification process. In the area of instructional planning, recommendations focus on the application of assessment results to instruction. For communication, the establishment of excellent communication among teachers, parents, students, principals, and administrators is the goal. In the area of early entry, recommendations concern the maintenance of the early entry option. For isolated gifted students (either due to geography or their exceptionality) emphasis is on establishing a mechanism for providing these students with appropriate educational services. To support students' social/emotional needs, the report offers a number of specific recommendations to give these needs more prominence in the TAG program. Finally, recommendations regarding the budget urge compliance with the state mandate and accountability. (DB)
Descriptors: Ability Identification, Compliance (Legal), Early Admission, Educational Policy, Elementary Secondary Education, Gifted, Individualized Programs, Instructional Development, Policy Formation, Program Development, Program Evaluation, Program Implementation, Program Improvement, State Standards, Student Evaluation, Student Needs, Talent
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Portland Public Schools, Oreg.