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TAG Curriculum
4J School-wide TAG Plan
Tag Overview Flyer TAG_Overview_14
Tag Coordinator – Principal, Mike Yocum
Email: yocum_m@4j.lane.edu
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