4J School-wide TAG Plan

Tag Overview Flyer TAG_Overview_14

4j District TAG Website http://www.4j.lane.edu/instruction/tag/

Roosevelt Middle School – Principal, Chris Mitchell

TAG Coordinator – Chris Mitchell


Differentiation strategies in place in the classrooms include:

★ Flexible Grouping in reading and math within classroom, grade level, and/or school to serve students at their individual
rate and level

★ Compacting curriculum (student not required to do assignments where mastery is demonstrated)

★ Other grouping (ability, interest) within classroom, grade levels, or school (Chess club, rocketry class, debate)

★ Tiering lessons (Students assigned a different book in the same genre based on reading ability, for example)

★ Higher Level Questioning Strategies (Bloom’s Taxonomy)

★ Independent Project Work (Affinity Projects motivated by student interest)

★ Enrichment options (Student-created smart board interactive lesson on Oregon Trail, for example)

★ Use of mentors


Pre-assessment or on-going formative assessments used to help inform instruction include:

★ Pre-assessments for units or course of study

★ KWL Chart

★ Teacher Observation

★ Reading – Teacher created assessments

★ Math – Pre-assessments from math units

★ EasyCBM Benchmark and Progress Monitoring

★ Teachers use the data from these assessments to inform instruction in the following way:
To identify which students should receive specific differentiated instruction and which instructional strategy will best meet their needs.

★ Tier two instructional groups are formed from the data

★ Regular progress monitoring will determine the pacing or rate of instruction a student needs as well as grouping changes needed