Building TAG Plan
2016-2018
Page 1
Due to the PPS TAG Office and your Regional Administrator on January 4, 2016
Grout
Annie Tabshy
Carolyn Neal
School
Principal
TAG Coordinator
FOCUS: Acknowledgement of TAG Identified Students
Action
Method used to ensure all teachers know TAG students enrolled in their classes:
Documentation
Enrolled TAG students highlighted by classroom teachers in September.
Highlighted TAG Lists in
TAG Binder in Room 202
and/or office.
Newly identified TAG students will be highlighted on lists, by educators, in April, signed
and given to TAG Coordinator.
Highlighted TAG Lists in
TAG Binder in Room 202
and/or office.
Expected Completion Date or
Check Point
September 2015
April 2016
FOCUS: Identification of Students who Perform in the 97th Percentile or Demonstrate the Potential to Perform
Action
School has a discussion about school data and the identification of under-represented
and underserved students and develops a plan to identify students, recognize
leadership ability and develop talents.
Grout will use the following documents for discussion: Characteristics of Gifted Students,
Attributes of Gifted ELL Students from Poverty and/or Diverse Cultures.
Portland Public Schools: Building TAG Plan
Revised on 7/28/2017
Documentation
In September 2016, 2017
and 2018, staff will be
given TAG documents and
time for discussion of
identifying underrepresented students.
Agendas for meeting/staff
attendance roster placed
in TAG binder.
Expected Completion Date or
Check Point
9/2016
9/2017
9/2018
Building TAG Plan
2016-2018
Page 2
Due to the PPS TAG Office and your Regional Administrator on January 4, 2016
The principal will ensure teachers are nominating students from underrepresented
populations in the following manner:
Grade level teams and PLCs in 2016-2017 will meet and discuss all students at least three
times a year and include conversations about nominating under-represented students
for TAG. The principal attends grade level meetings/PLCs. Staff will use SBAC, EasyCBM,
Dibels and in-program assessments for reading and math curriculum.
Our school will use the following observation tools and/or data in the TAG
identification process: SBAC, Dibels, Easy CBM, Math Assessment, work samples, gr 2
Cognitive testing, and ELPA scores, prescreening checklist, Characteristics of Gifted
ELL checklist.
½ day data meetings and
Grade level and/or PLCs.
Dibels, Easy CBM, Math
Assessment, work
samples, gr 2 Cognitive
testing, and ELPA scores,
prescreening checklist,
Characteristics of Gifted
ELL checklist. All test
scores are maintained by
the principal and data
team.
10/2015
2/2016
6/2016
10/2015
The building will use the following procedures throughout the ID process:
TAG coordinator will coordinate the ID process using the new IDPF.
Group lists are
maintained by the
principal.
FOCUS: TAG Services
Action
Differentiation strategies:
Used in classrooms:
Small groups, Flexible groups, Compacting as needed, Tiered lessons, High level
questioning, Partner-work, Pre-tests before units to determine mastery, and post-tests.
Portland Public Schools: Building TAG Plan
Revised on 7/28/2017
Documentation
-Lesson plans – teachers
highlight lesson plans
and differentiation
strategies for TAG
Expected Completion Date or
Check Point
Spring 2015 for
cluster grouping of
TAG students for
classroom placement
Building TAG Plan
2016-2018
Page 3
Due to the PPS TAG Office and your Regional Administrator on January 4, 2016
students.
Describe how the following strategies are used in all classrooms to meet the rate and
level of students:
>Flexible Groupings – Walk to read at K, 1, 2 Basic Skills educator takes a third of
grade to decrease the large 3rd grade group. ERI kindergarten groups.
3rd
>Pre-Assessments- Formal tests as pretests/posttests, quizzes, student work, teacher
observation, easyCBM and Dibels scores.
On going pre-assessments to inform reading and math knowledge of upcoming
curriculum.
Flexible groupings: At
least three times a year,
Benchmark data is taken
in reading. Groups are
formed a reformed based
on data in reading.
Teachers use pre and
post unit test in math to
inform student’s needs
for acceleration in math.
Compacting, tiered
lessons, and independent
project work-Use of
these strategies are
noted on the student’s
TAG plan or teacher’s
lesson plan books and
communicated to
parents at
Back to School Night
and/or at conferences.
-Documentation is
monitored by the
principal.
Portland Public Schools: Building TAG Plan
Revised on 7/28/2017
for 2015-2016 school
year.
Flexible grouping –
data review October
2015, January 2016
and May 2016.
Building TAG Plan
2016-2018
Page 4
Due to the PPS TAG Office and your Regional Administrator on January 4, 2016
-School and class
schedules
-Lesson plans
-Documentation is
monitored by the
principal.
Cluster Grouping of TAG
students occurs with
class placement in the
spring. Placement is
monitored by grade level
teams/ support staff and
the principal
We determine whether a student needs acceleration in the following way:
Assessment data and
Based on SBAC Scores, Dibels Data and easyCBM Data. District TAG staff contacted when
meeting notes.
needed for advice.
Our process for using data to measure the growth of our TAG students is:
Teachers meet in ½ day data analysis meeting. Discussion of strategies to work with TAG
students discussed based on data.
The following options for acceleration are available at our school:
Students access these options in the following manner:
Students are accelerated within the classroom or may go to the next grade level if data,
parent and teacher input suggest the need for acceleration.
Portland Public Schools: Building TAG Plan
Revised on 7/28/2017
Discussed at least three
times a year in ½ day data
analysis.
Discussed in grade level
meetings.
Students who need
acceleration can move up
a grade level for reading
or math instruction.
Reading data is analyzed
On-going.
October 2015,
February 2016,
May 2016
On-going
Building TAG Plan
2016-2018
Page 5
Due to the PPS TAG Office and your Regional Administrator on January 4, 2016
at least three times a year
to identify students who
need a higher
level/acceleration of
instruction.
If a student requires a course beyond what is typically available for that grade or
subject area, that student can access this course or experience in the following ways:
Single subject acceleration
Curriculum advancement
-
Additional services available for TAG students include:
The students access these services in the following manner:
Enrichment opportunities for TAG students.
The administrator(s) ensures the use of differentiated strategies, rigorous course work,
and instruction provided at the appropriate rate and level in the following ways:
Reading data checked
three times a year in
October 2015,
January 2016 and
May 2016.
Students rate and level
will be met by grade
acceleration for the
specific academic area
where acceleration is
Math is based on
needed (reading and math
yearly Oregon
specifically).
Statewide SBAC
Assessment.
AR reading at students
level. Khan Academy
and/or Front Row Math
during independent time.
Mad Science twice a year.
Drop in visits and informal
observations of classroom
instruction looking for
students rate and level
being met. Lesson plans.
FOCUS: Responsibilities of TAG Coordinator
Action
The administrator ensures the TAG Facilitator is trained and familiar with the
Portland Public Schools: Building TAG Plan
Revised on 7/28/2017
Documentation
The TAG Facilitator
Expected Completion Date or
Check Point
Building TAG Plan
2016-2018
Page 6
Due to the PPS TAG Office and your Regional Administrator on January 4, 2016
requirements of the TAG Facilitator Job Description, which include mandatory
attendance at TAG sponsored PD and coordinating the ID process in the school, in the
following manner:
attends district TAG
meetings and PD and
coordinates the ID process
at Grout. Email and
meetings.
FOCUS: Professional Development
Action
Documentation
A PD schedule is provided that demonstrates when each of the following is included in
the school’s professional development plan: flexible grouping, Rigor in the classroom,
assessments to inform instruction, increased use of mathematical practices and
instructional shifts, increased text complexity and text-based questions
Flexible Groupings
Rigor in the classroom
Increased use of
mathematical practices
These strategies will be integrated into our school professional development plan or
school improvement plan in the following ways:
Administrator(s)//Teachers will use their staff meetings, collaborative planning times,
or team planning times to integrate these strategies into their instruction in the
following manner:
Expected Completion Date or
Check Point
Text Complexity/Textbased questions
During grade level team
meeting time, teams will
plan together to meet
TAG students rate and
level.
10.2015
10.2016
11.2016
12.2016
On-going.
FOCUS: Communication
Action
Teachers communicate the differentiation strategies they’re implementing in their
classrooms in the following ways:
Portland Public Schools: Building TAG Plan
Revised on 7/28/2017
Documentation
During conferences and as
needed.
Expected Completion Date or
Check Point
Fall Confrences:
10.20.15 - 10.22.15
Building TAG Plan
2016-2018
Page 7
Due to the PPS TAG Office and your Regional Administrator on January 4, 2016
The administrator uses the school newsletter to communicate with families about TAG in
the following ways:
Thursday Notes
TAG Bulletin Board will be available for parents to read on the first day of school and will
remain posted throughout the year. It will include a copy of the Building TAG Plan,
current ID Process forms and other relevant information in languages represented in the
school community when available. The TAG Bulletin Board will be maintained by:
The Grout dedicated TAG
Bulletin Board is located
outside of Room 105 and
remains up and current
throughout the entire
school year.
A Fall TAG parent meeting will be held before 10/31. Details include:
Parent/teacher will sign a form at Parent-Teacher Conferences that indicates parents
have had the opportunity to offer input into and review the school’s plan for meeting a
student’s rate and level. If an individual plan is written, a copy of the individual plan will
be placed in the student’s salmon folder.
Our families will have the following opportunity(ies) to evaluate our TAG services:
If parents have concerns about their child’s TAG services they will have the following
opportunities (process) to inform the school:
Submitted __________________
Portland Public Schools: Building TAG Plan
Revised on 7/28/2017
Received _______________
TAG Meeting with Carolyn
Neal, TAG Coordinator.
At conferences.
End of year survey
Parents can contact the
teacher, the TAG
Coordinator and then the
principal to resolve any
issues that come up.
Fall 2016
Fall 2017
Once a month if there
is information to
share.
Board up and current
as of 8.26.15
9.17.15
Spring 2016
Fall 2016
Fall 2016
May 2016
Ongoing
Approved ____________________