The mission of the Perry Elementary Talented and Gifted (TAG) Program is to provide equitable and comprehensive services for all students identified as demonstrating or showing potential for exceptional abilities across socio-economic and cultural groups. We will address cognitive and social-emotional needs, moving them toward their individual potential.
We will accomplish this mission through:
• early enrichment and equitable identification using multiple criteria,
• qualitatively differentiated services designed to meet those exceptional needs, and
• individualized programming in the student’s identified area of giftedness and advocacy on behalf of identified gifted learners.
We believe:
1. Talented and gifted programming is best when it’s integrated within the Perry educational system through collaborative efforts. Administrators, talented and gifted facilitators, classroom teachers, support staff, parents, and community share responsibility for meeting the needs of gifted learners, which requires appropriate professional development.
• Because of this belief, we are committed to providing learning opportunities and resources for all involved in comprehensive TAG programming.
2. Gifted learners need opportunities to explore their passions and interests in order to develop their talents, promote self-direction and encourage life-long learning.
• Because of this belief, we are committed to creating curricular opportunities that are responsive to the passions and interests of each TAG learner.
3. Talented and gifted programming should adapt to meet the unique social/emotional and learning needs of gifted learners.
• Because of this belief, we are committed to identifying and addressing the unique social/emotional and learning needs of gifted learners.
4. Talented and gifted learners come from all socio-economic, cultural, and linguistic backgrounds.
• Because of this belief we are committed to using identification criteria appropriate for our diverse demographics.
5. Gifted learners require qualitatively differentiated curriculum and instruction that includes, but is not limited to, increased rigor and appropriate pace.
• Because of this belief, we are committed to implementing evidence-based curricular opportunities, supports, and resources that meet the individual needs of TAG learners.
6. A sound assessment system is an integral part of determining a gifted learner’s instructional level.
• Because of this belief, we are committed to using a variety of assessments in order to identify a gifted learner’s cognitive level for academic placement.
7. Gifted learners learn best in the company of their intellectual peers.
• Because of this belief, we are committed to using a variety of grouping methods and placing students in an appropriate level of curriculum.