Roosevelt Middle School

Tag Overview Flyer TAG_Overview_14

Tag Coordinator – Principal, Mike Yocum

Email: yocum_m@4j.lane.edu

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-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