The TAG (Talented and Gifted) program at Fairview High School was the focus of a project called Spotlight. Various school clubs, programs and causes had videos created by the advanced film students in Lanny Boyer’s class. Why a TAG video? With almost 30% of our student population identified as TAG, I felt it was important to highlight the program because there is much misunderstanding about what it is, what it means, and opportunities TAG students have at our high school.
To supplement the six minute video I’ve written longer explanations to these questions I was asked, and answered some other questions that didn’t appear in the video.
Q: What does being TAG mean?
TB: TAG stands for Talented and Gifted. Giftedness is a psychological term. In psychology, there has always been an interest in human potential and range of abilities. Gifted individuals are considered outliers in psychology. They are generally people with an IQ of 130 or above (the average IQ is 100). Or, people who show an outstanding ability in one or more areas. That can be in academics, but it can also be in leadership, creativity, sports, theater, music. It’s important to note that there are many twice exceptional individuals too. That means that they are gifted, but they also have learning disabilities. The most common disabilities in gifted students are ADD, ADHD, and other Learning Disabilities that affect processing of information. It’s also important to mention that just because an individual has the potential for outstanding abilities, they don’t always demonstrate it. We consider this underachievement, meaning not working up to your potential. It doesn’t mean they’re no longer gifted, it just means they aren’t using their gifts and talents at the levels at which they could. Jim Delisle calls these individuals “selective consumers,” he says if you see a student who is underachieving in areas you would like him/her to achieve, look to see where they ARE achieving. It may not be in school-related activities.
Q: How is one identified as TAG in the Boulder Valley School District?
TB: In the educational setting, we don’t give IQ tests. Psychologists are the only ones who can give IQ tests. So, we often have to rely on a different body of evidence. We rely on Ability Tests like the CogAT, the Naglieri, the Ravens, and the Woodcock Johnson. We also rely on Achievement Tests like CMAS, former TCAPs and CSAPs, PSAT, SAT, ACT. And we rely on other data like Teacher Inventories, Parent Inventories, and observation. In BVSD we require that 6 pieces of evidence be compiled in order to make an identification of TAG. We’re looking for scores in the 95th percentile or above, and students who are outstanding in certain areas. So, you can see that it’s not “by chance” that a student becomes identified in BVSD. In the state of CO 8% of the students K-12 are identified as gifted. In BVSD the numbers are closer to 14%. At Fairview, the percentage is close to 30% identified. In Boulder there’s a lot of intelligence in the gene pool, AND there are enriching resources and opportunities in our community that nurture children as they grow. These two factors (nature & nurture) combined create a population that is above average in intelligence. But giftedness is present in all socio-economic populations and all cultural and ethnic communities.
Q: What’s going on at Fairview that we have over 25% identified?
TB: In addition to being in the midst of an educated population in Boulder, Fairview also open enrolls many students who want to come to our school because of our amazing rigor and opportunities in education, sports, performing arts & visual arts. So, we draw the type of student who is motivated, intelligent, and driven. The students who want to get in to Fairview aren’t scared of working hard. So, this mentality permeates our school climate. It drives students to succeed. It can also ramp up the anxiety levels, which is why Fairview is doing so much to help alleviate student stress. But our high achieving student population sets the pace at Fairview. Knowing that so many students in our school community are students that really require advanced programming in order to learn at their level of ability justifies why we offer so many advanced classes.
Q: How is the TAG program unique?
TB: At Fairview we have TAG lunches. This is all about getting gifted students together where they can have a place to be themselves, and to meet other students who think and feel like they do. When we get together it’s to understand all of this better & to do activities that help relieve stress. We also just have fun together, play games, and hang out.
Q: How does TAG at Fairview differ from TAG in Colorado?
TB: TAG differs at Fairview because my focus for our students is, first and foremost, on the social & emotional aspects of giftedness. I don’t run programs or competitions. The focus at Fairview is more about understanding and becoming more aware of how you, and others, feel. In the gifted population there can be more sensitivity, more intensity, more perfectionism, more stress, and higher expectations and pressure.
Q: Do you find a correlation between TAG students and social challenges?
TB: Just like any student, some TAG students are outgoing, extraverted & comfortable socially, and others are more introverted and uncomfortable in social situations. Research has shown that the higher the IQ in an individual, the more likely they will be introverted. So, students who are on the higher end of the IQ spectrum, might be more withdrawn, by virtue of their introversion. Also, it’s important to keep in mind that students who are academic outliers may be the focus of bullying or resentment in some school populations. And it may be harder for them to find like minded peers at their school, which would make finding friends, and engaging socially, more challenging. But it is definitely a myth that giftedness = social difficulty.
Q: What do you think the most important thing for people to know about TAG students is?
TB: I think it’s sad that many people feel that it is elitist to say someone is intellectually gifted. If someone has a natural talent for a sport, and they want to climb to the top of their game, the family and the school work together to get the best possible opportunities and coaching for the student. It makes sense, because they have talent and motivation. It’s exciting to see them perform. If, however, a student has a talent for math or history, the parents are often misread as pushing the student if they try to get their child into higher level classes, beyond their classmates. Instead of nurturing their natural academic ability, often these students and parents are told to be patient and not push themselves too hard. Instead of “exciting,” the pathway of these students is often seen as premature coercion. Why the difference? Why can’t society be as happy for the advanced math or history student, as for the varsity athlete? It’s a double standard, and it’s unfair.Share this: