Programs

For any questions regarding TAG for your student, please start by contacting the school TAG facilitator. You may also contact the district TAG administrator, Stacey Lee.

School	Facilitator Name
Central Elementary	Samantha Samuels
Lafayette Elementary	Haley Neal
Liberty Elementary	Sadie Moffitt
Meadow Ridge Elementary	Kelly Longoria
North Albany Elementary	Debbie Blaine
Oak Elementary	Taylor Smith
Oak Grove Elementary	Molly Palmer
Periwinkle Elementary	Savannah Battro
South Shore Elementary	Anna Townsend
Sunrise Elementary	Jamie Griffin
Takena Elementary	Megan Ciaffoni
Tangent Elementary	Ashley Blethen
Timber Ridge 4-8	Lindsey Simons
Waverly Elemenetary	Rebecca Santana
Calapooia Middle	Mackenzie Wroblewski
Memorial Middle	Ken Gilbert
North Albany Middle	Joren Larson
Albany Options	Libby Wyatt
SAHS	Rosa Davalos(September-December) Joyce Lebengood(January-June)
WAHS	Sean Saxton
Albany Online	Tracie Ross
District Office	Stacey Lee

Below are board policies pertaining to TAG:

• Board Policy IGBB – Talented and Gifted Program
• Board Policy IGBBA-AR – Appeals Procedure for ID and Placement
• Board Policy IGBBA – Identification
• Board Policy IGBBB – Identification Among Non-Typical Populations
• Board Policy IGBBC – Programs and Services
• Board Policy IGBBD – Parent Notification of Participation

Web Resources

The National Research Center on Gifted and Talented (NRC/GT), sponsored by the U.S. Department of Education, investigates, develops, and disseminates new methods for identifying and teaching gifted students. The NRC/GT, located at the University of Connecticut, is run collaboratively with the University of Virginia and Yale University, and works in conjunction with more than 300 public school district research study sites.
www.gifted.uconn.edu

The National Association for Gifted Children (NAGC) is an organization of parents, educators, other professionals and community leaders to address the unique needs of children and youth. Membership includes a subscription to Parenting for High Potential, a magazine with articles geared to the development of talent. You can search State Resources for Gifted Education and Individual State Gifted Organizations on the NAGC website by clicking on the heading “Gifted By State.”
www.nagc.org

Oregon Department of Education TAG is a state run site which offers information designed to support educators and parents to define the need for services and to support TAG identified students in their learning needs.
http://www.ode.state.or.us/search/results/?id=76

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.
www.cec.sped.org

The Association for the Gifted (TAG) organized in 1958 by The Council for Exceptional Children, helps professionals and parents work with gifted children.
www.cectag.com

The National Society for the Gifted and Talented aims to advance the development of gifted, talented, and high potential youth, in the United States and abroad, through opportunities, advocacy and exemplary programs and practices.
www.nsgt.org

The Association for the Education of Gifted Underachieving Students (AEGUS) provides a forum for ideas and interventions aimed at helping twice-exceptional students reach their full potential.
www.aegus1.org

The Davidson Institute for Talent Development has extensive resources for highly gifted students (and their parents). You can access articles by selecting “Browse by Topic” or “Search GT-Cybersource” from the “Resources” header in the pull-down top bar menu bar.
www.davidsoninstitute.org

Supporting Emotional Needs of the Gifted (SENG) focuses primarily on the adults (parents, educators, etc) in the lives of gifted children. SENG provides information on identification, guidance, and effective ways to live and work with gifted individuals.
www.SENGifted.org

Hoagies’ Gifted Education Page is a resource guide for the education of gifted children with links to many gifted education resources available on the Internet.
www.hoagiesgifted.org

Text Resources

General:

Mindset: The New Psychology of Success
Carol Dweck

Parenting:

Emotional Intensity in Gifted Students
Christine Fonesca

Parenting Gifted Kids: Tips for Raising Happy and Successful Children
James R. Delisle

Raising a Gifted Child
Carol Fertig

Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults
Susan Daniels, Michael Piechowski

ESEA/ESSA

ESEA: The Elementary and Secondary Education Act
ESEA is the primary federal law affecting K-12 education. The goal of ESEA is to support all students in the state to reach proficiency in the state academic standards.

ESSA: Every Student Succeeds Act
ESSA requires all states to develop accountability models that meaningfully differentiate schools for support. Oregon is committed to partnering with school districts to strengthen school district systems and in particular schools that are identified to need either comprehensive (CS) or targeted (TSI) supports to meet the needs of all students.

GAPS is committed to using this supplemental funding to remove barriers for students so that ALL students have access to safe and welcoming schools and to high-quality academic instruction.

Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA) provides supplemental funding support to ensure that students receive a fair, equitable, and high-quality education to help ensure all students meet challenging academic standards. In the Greater Albany School District, there are currently 11 schools who receive Title I-A funding that supplement district and school resources.

 Title I-A schools operate either a Schoolwide Program or a Targeted Assisted Program Model. The Schoolwide Model is designed to implement strategies with and for all students in the school to close the opportunity and achievement gaps for all students. 

The following elementary schools operate a Schoolwide Program Model:

• Calapooia Middle School
• Central Elementary
• Lafayette Elementary
• Oak Elementary
• Periwinkle Elementary
• South Shore Elementary
• Sunrise Elementary
• Takena Elementary
• Tangent Elementary
• Waverly Elementary

Schools who operate the Targeted Assisted Model use the supplemental funds to provide services to a select group of students who are identified as the most at-risk for not meeting state standards. A school that operates a targeted assisted model differs from a schoolwide model program in several different ways:

• Title I-A funds may only be used to serve those students in the school who have been identified as having the greatest need for supplemental instruction and supports.
• Funds must be used for services that supplement or are in addition to the supports provided for with non-federally funded services.
• There must be a system to maintain the records that document how Title I-A funds are spent on activities and services for identified students.

The following schools operate with a Targeted Assistance Model:

• Albany Options High School

Parent and Family Engagement and Partnership

Parent and Family Engagement is a fundamental part of a Title I-A program. Parent and family involvement is defined as regular, two-way, and meaningful communication involving student academic learning and other school activities. It provides parents opportunities to:

• Engage as a partner with the school to assist in their student’s learning.
• Ensure parents are encouraged to be actively engaged in their student’s education at school.
• Provide parents with opportunities to be included, where appropriate, in the decision-making process and on committees that provide meaningful input on school decisions that impact their students.

Every Title I-A school develops a plan to guide the regular, two-way participation of parents  that allows for meaningful communication involving student academic learning and other school activities.  This communication should foster extended learning opportunities in the home and provide opportunities for parents to participate in school decisions. Please see participating school websites for more information about their Title I-A programs including links to the school parent involvement plan and school compacts.

Title I-D grant funds directly support those who are neglected, delinquent, or at-risk. The grant produces funds to support you in state-operated institutions or community day programs and can aid school districts who partner with local correctional facilities.  The goal of Title I-D funds is to:

• Improve the educational services for youth so that they have the opportunity to meet challenging State academic content and achievement standards,
• Provide strategies to support the transitions between setting to further their schooling or employment; and
• Prevent youth who are at-risk from dropping out of school and to provide support for students who have dropped out or who are returning to school from correctional facilities with a support system in order to access and ensure continued education.

Title II-A funds are allocated to provide districts with resources to increase the academic achievement of all GAPS students by improving teacher and principal quality by focusing on quality professional development. The funds provide supplemental strategies and activities that strengthen the quality and effectiveness of teachers, principals, and other school staff and give students from poverty and minority students greater access to effective educators.

The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016), which reports on financial information for English language learner programs, the objectives and needs of students eligible for and enrolled in an English language learner program, as well as provides information on the demographics of students in English language learner programs in each school district.

Click here to view this report.

The funds from Title IV-A are designed to increase the capacity of State Education Agencies (SEA’s), Local Educational Agencies (LEA’s), schools and local communities to:

• Provide all students with access to a well-rounded education
• Improve school condition for student learning
• Improve the use of technology to improve the academic achievement and digital literacy of all students

The Greater Albany Public Schools is a local educational agency that must prioritize SSAE funds to schools that:

• Have the greatest need as determined by the LEA
• Have the highest percentages or numbers of low-income students
• Are identified for comprehensive support and improvement under Title I-A
• Are implementing targeted support and improvement plans under Title I-A; and/or
• Are identified as a persistently dangerous public school under section 8532 of ESEA