• Mission

    Eagle Point School District’s TAG program identifies scholars who are intellectually gifted and/or academically talented in reading and math, as demonstrated by standardized tests, teacher and parent rating scales, anecdotal information, and work samples, as well as through additional screening.

    Vision

    The Eagle Point School District is committed to the success of gifted and high potential scholars in Every Class, Every Day. We recognize and actively support individual student differences, abilities, interests, and needs so they may achieve academic and personal excellence in a rigorous and relevant learning environment. 

    Philosophy

    Eagle Point School District 9 is committed to identifying and fostering the full potential of TAG students. We recognize TAG students are a diverse group with a variety of abilities, talents, and needs coming from all racial, ethnic, and socioeconomic groups and across genders. As such, students will be offered multiple opportunities to show giftedness through differentiated instruction.

    We believe it is our responsibility as educators to provide appropriate instructional programs in a supportive environment that fosters and encourages every child to reach their full potential. 

    It is the district’s philosophy that TAG students’ needs require a range of service options such as differentiation, acceleration, and the use of a variety of teaching and learning strategies. The service options selected are based on the unique needs of the TAG scholar.  In Eagle Point School District 9, the teacher is the primary instructor for TAG students based upon rate and level as determined through both formal and informal assessments. Flexible opportunities for TAG students to interact and learn with other students with similar abilities and interests will be purposefully planned. We recognize that some gifted students have additional special needs and/or may be dual-identified, which may require additional coordinated accommodations or specialized services. 

    In addition, appropriate gifted education programming must include development, implementation, and management of services for talented and gifted students. Professional development will be provided to all administrators, teachers, and counselors regarding the academic, social, and emotional needs of gifted learners. Teachers of TAG students are encouraged to identify self-directed professional goals, seek out professional development opportunities, and engage in sharing and building professional practice through collaboration.