Friends:

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Do you like data?

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The Oregon Department of Education is seeking members for its Data Justice Stewards Advisory Group.? You can find more information below:

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The department is seeking

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• A demonstrated commitment to racial equity, social and economic justice, diversity and inclusion;
• Personal and/or professional experience and knowledge in data justice, public policy, education policy, research or evaluation, algorithmic justice, and/or data;
• Prior experience or expertise in serving student focal groups; and
• Education and community partners, including parent, guardian, or caretaker of students in student focal groups; representatives of tribal governments and community-based organizations

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The application mentions “focal groups” twice.? Here is the current list, which was created by the Student Investment Act:

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Students experiencing poverty

Students of color

Students with disabilities

Students who are emerging bilinguals

Students experiencing homelessness

Students experiencing foster care.

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? TAG students in any of those groups can be part of SIA services as members of the focal group but TAG students and high-achieving students as a group were deliberately disqualified from inclusion on the list of “focal groups”.? According to the Department, TAG students do not experience “academic disparities.”

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Plans may be developed for LGBTQSIA+ students, students who are recent arrivals, students who are migrants, and students experiencing detention or incarceration.

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It looks like the group will only meet twice this year.? It would be very helpful to have someone on the group advising about data reporting as it affects high-achieving students and gifted student populations and letting the TAG community know what is being planned.? The research I have done myself in the past demonstrated that Black students who “exceeded” benchmarks made lower achievement gains than any other single group. Currently, most state data combines the gains of students who “met” benchmarks with students who “exceeded” them, or breaks data down by ethnicity without breaking it down further by ability level.? This conceals the problem. ??I would like to see that information captured and reported in the future.

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Margaret

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Friends:

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The staff at the Oregon Department of Education are proposing new rules on complaints and appeals.? These rules will affect the way the Department responds to appeals from district decisions concerning allegations that a district is not implementing state education standards including the “Division 22 standards.”? The Division 22 standards include the three administrative rules concerning TAG services: identification, parent/student rights, and rate and level services.

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Below are excerpts from the official announcement giving the process for approving these revisions.? The title for the link to the proposed rule (Athlete Agent….) is incorrect.? The link actually leads to the proposed complaints and appeals rules.

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The proposed rules separate the procedure for Division 22 complaints from other complaints about restraint/seclusion, discrimination, and other state rules not in Division 22.?

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If you would like to comment about these changes, follow the procedure below!? Time is short.

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ODE Rules Public Hearing Information - September

The State Board of Education will hear the following administrative rule proposals as first reads on September 19, 2024 at 9am. State Board materials are posted to the State Board's online approximately one week prior to each meeting.

ODE will hold a public hearing on the proposed rules on September 17, 2024, at 3pm. The ODE Hearings Officer will conduct the September 17, 2024, public hearing by video conference. . To join by phone, dial (Toll Free): 1 669-254-5252; Meeting ID: 160 593 5586.

We welcome your comments on the proposed rules. If you would like to submit public comment on the proposed rules, you may:

• Attend a State Board of Education meeting and provide public comment. Information on board meetings and providing public comment is
• Submit your comments in writing to the ODE Rules Coordinator.
• Submit your comments to the State Board of Education.
• Contact ODE’s Rules Coordinator if you have questions about the hearing.

The State Board will vote on the proposed rules at the October 17, 2024, meeting. State Board materials are posted to the State Board's online approximately one week prior to each meeting.

New Rules & Repealing Rules: Complaint Rules

Statement of Need: Currently, the Oregon Department of Education takes on appeal complaints alleging discrimination, restraint, seclusion, retaliation, and violations of educational standards codified in OAR Chapter 581, Division 022 (Division 022 standards). The department has identified several areas where its current appeals procedures (set forth in OAR 581-002-0001 to 581-002-0023) need to improve, including that (1) the procedures are not as timely or efficient as they need to be; and (2) complaints alleging violations of Division 022 standards require different investigatory procedures and remedies than other types of complaints. With those considerations in mind, the proposed rules would enact two major changes. First, the proposed rules would require the department to immediately order corrective action after concluding an investigation as opposed to allowing the parties an opportunity to settle the matter. Importantly, the parties would still be able to settle the matter at any time before the department concludes its investigation. Second, the proposed rules create a different process for complaints alleging violations of Division 022 standards than for appeals of complaints alleging discrimination, restraint, seclusion, or retaliation.?

Even though many elements of the existing procedures would remain the same as those set forth in current OAR 581-002-0001 to 581-002-0023, the clearest way to write these proposals – given the number of changes that need to be made – is to repeal the existing rules and write new rules. The clearest way to codify the proposed rules is to create a new division within OAR Chapter 581 that is specific to complaint and appeals processes: OAR Chapter 581, Division 075…..

Margaret

Forwarding for Gifted and Thriving,

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Learn more and register at

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Margaret

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Navigating Transitions: Shifting from Summer to School

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?Details:

?Hosted by: Dr. Michael Postma?
?Date:? Wednesday, August?28th, 2024
?Time:?5 pm PT (8 pm ET)
?Cost:?FREE!

Description:

Transitions can be difficult for anyone, however, it can be especially rough gifted and twice-exceptional students. Why is this? Generally, transitions are unpredictable, new, and can feel unsafe. Gifted/2e students thrive with consistency and predictability and when faced with change, the perception is that they will have to transition away from their comfort zone. The biggest transition for these students, by far, is the move back into fall with all the expectations of school norms and performance. Even going back to a familiar environment has its risks: new students, new teacher(s), new routines, new expectations, and of course, the dread of facing another eight months as an outlier. While there is no perfect solution, Dr. Mike will review strategies for dealing with transitions, have open Q&A discussion time, and will help get your family ready for the new school year.

What We Will Be Discussing:

???Surviving the transition from Summer to Back-to-School
???Building new Routines that emphasize predictability and (some) productivity
???Embracing new challenges
???Cultivating motivation and passion
???Screen time Management
???Reducing the intellectual 'Summer Dip'
???Reviewing and Amending learning plans (IEPs/504's)
???When the initial answer is always 'NO'
???And more....

Meet Dr. Mike Postma:

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OATAG is planning a fall Ice Cream Social to give our Portland metro area families an opportunity to meet each other just before the start of school this fall.
The FREE party will take place from 4-6 on August 24th. in the garden of a private SE Portland residence.?
The address will be provided to registrants in a reminder e-mail prior to the event.

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PS: emeriti TAG families also welcome! Share your experience!

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Sign Up for Aug 24th OATAG ice cream Social

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Registration ends Aug 20^th

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Registration for the OATAG ice cream social in Portland ends in FIVE DAYS, on August 20th.

Come to support your families, each other and OATAG.

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The FREE party will take place from 4-6 on August 24th. in the garden of a private SE Portland residence.

Registration is required.

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The address will be provided to registrants in a reminder e-mail prior to the event.

Sign Up for Aug 24th OATAG ice cream Social

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OATAG is planning a fall Ice Cream Social to give our Portland metro area families an opportunity to meet each other.
The FREE party will take place from 4-6 on August 24th. in the garden of a private SE Portland residence.

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Registration is required.?

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Donations to OATAG are welcome!?

The address will be provided to registrants in a reminder e-mail prior to the event.

Sign Up for Aug 24th OATAG ice cream Social

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PPS TAGAC MEETING UPDATE: MAY 30^th.

Darcy Soto, Director, Academic Programs, who has now been assigned the title of TAG Director, will be joining us along with Dr Emily Glasgow and Program Administrator Diane Kruger.

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The TAGAC meeting will still be ONLINE at the same time, same place (6:30 pm this Thursday via Google meet )

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This is the re-scheduled date for the meeting in May that was postponed.

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Margaret

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Friends:

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Don’t forget to join us for the second part of the OATAG TAG talk TODAY.? Dr Brulles and Dr. Lansdowne will provide more information about ways to ensure that ability grouping promotes equity and diversity in your instruction.

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Please register if you did not register for the previous talk or if you chose the first one only and would now like to attend the second one.

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May 28, 2024:

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Please join us on Tuesday, May 28. at 4:30pm when Dina Brulles, Ph.D. and Dr. Kimberly Lansdowne will present " Cluster Grouping Using Building Norms Increases Diversity and Inclusion!"??

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Dr. Brulles is the Gifted Master’s Program Coordinator at Arizona State University and the former Director of Gifted Education at Paradise Valley USD in Arizona. In 2022 she received the Anne Isaacs Award for Distinguished Service from the NAGC and in 2014 the Gifted Coordinator award.? Her books include A Teacher’s Guide to Flexible Grouping and Collaborative Learning;? Designing Gifted Education Programs;? Differentiated Lessons for All Learners; The Cluster Grouping Handbook;? Teaching Gifted Kids in Today’s Classrooms;? Helping All Gifted Children Learn; and Understanding and Using the Naglieri General Ability Tests: A Call for Equity in Gifted Education.

Dr. Lansdowne was the founding executive director of the , a secondary school for highly gifted students at Arizona State University.? Lansdowne has served as an educator and administrator in a wide range of schools, colleges and universities and served on the Diversity and Equity Committee of the National Association for Gifted Children. In 2023 she received the Lifetime Achievement Award from the Arizona Association for Gifted and Talented.

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Friends:

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Don’t forget to join us for the second part of the OATAG TAG talk.? Dr Brulles and Dr. Lansdowne will provide more information about ways to ensure that ability grouping promotes equity and diversity in your instruction.

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Please register if you did not register for the previous talk or if you chose the first one only and would now like to attend the second one.

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May 28, 2024:

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Please join us on Tuesday, May 28. at 4:30pm when Dina Brulles, Ph.D. and Dr. Kimberly Lansdowne will present " Cluster Grouping Using Building Norms Increases Diversity and Inclusion!"??

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Friends:

In the beginning of May, the Fordham Institute released a study “The Broken Pipeline” on the status of advanced instruction around the country. An excerpt from an article about the report from k-12 dive is below.

Fordham is also inviting interested people to sign up for a webinar presenting this study at

You can find the full report here:

By Anna Merod for k-12 dive:

Dive Brief:

• School districts’ policies for “are mediocre at best,” researchers wrote in a study released Tuesday by the Fordham Institute, a nonprofit education policy think tank.
• While 89% of districts offer some form of gifted programming for elementary or middle school students, the Fordham study found these courses are limited and have questionable content value. Researchers found high schools are more likely to provide substantial advanced programming, though prerequisites can be a barrier to student access at times.
• The Fordham study recommends that schools offer more intensive advanced programming while incorporating more inclusive identification strategies based on local norms, like relying, for instance, on where a student’s test score falls within their school or district instead of state or national comparisons.

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Margaret

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