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Building TAG Plan Template Page 1
Due to the PPS TAG Office and your Deputy Superintendent on Friday, June 3, 2011
Winterhaven School Exempt for 2011-12
Mark Sandilands Principal
Dave Huckaba TAG Coordinator
FOCUS: Acknowledgement of TAG Identified Students
Expected Completion Date or
Action Documentation Check Point
Method used to ensure all teachers know TAG students enrolled in their class(es): This information is kept This will be
Teachers will print out from eSIS the Program Assignments report for each class. They in the TAG binder in completed by the
will also record appropriate TAG Identification designations in their grade book. each teacher's end of the first week
Teachers will know the names and ID designation of each student by name. classroom and a copy is of school in
kept in the principal's September. It will
TAG binder in the office. be updated if
additional students
become TAG
identified during the
school year with a
check done in
January.
Teachers will write student names on unit plans regarding necessary differentiation. This will appear on
unit plans where
appropriate.
FOCUS: Identification of Students who Perform in the 97th Percentile or Demonstrate the Potential to Perform
Action Documentation Expected Completion Date or
Check Point
Observation tool(s) and/or data used in the ID Process:
Discussion with staff around ID of under-represented and underachieving students occurs: A portion of the first By September 30,
The TAG Coordinator will lead a staff meeting regarding characteristics of gifted professional 2011
students. This will include documents showing the characteristics of gifted students, development meeting
Portland Public Schools: Building TAG Plan
Revised on 10/1/2012
Building TAG Plan Template Page 2
Due to the PPS TAG Office and your Deputy Superintendent on Friday, June 3, 2011
review of myths and truths, possible concerns that may be associated with strengths of will be dedicated to this
the gifted child (Attributes of Talented and Gifted English Learners checklist, presentation. It will
Characteristics of Giftedness). appear on the staff
meeting agenda.
Discussion with staff around ID of under-represented and underachieving students will
occur during the same staff meeting as mentioned previously. This will include The staff meeting
documents such as KOI: Students from Poverty and/or Diverse Cultures. agenda will name the
TAG presentation.
The principal will ensure teachers are nominating students from underrepresented Lists of nominated Nomination deadline
populations in the following manner: students will be kept.
The principal will ensure teachers are nominating students from underrepresented NNAT screening test
populations in the following manner: Teachers will be familiar with the characteristics scores of ELL students
to notice a student who should be nominated. Staff members (including special will exist. The principal
education and ESL) will be encouraged to nominate students from underrepresented will continue to
populations. The principal will review the list of nominated students to see if anyone encourage staff to
should be nominated based on classroom visits. If a student is not on the list, they will nominate students from
ask the teacher to nominate that student. If we have any ELL students in the second underrepresented
grade, NNAT scores will be examined and recommendations for further testing as populations at staff
appropriate will be instituted. meetings
Our school will use the following observation tools and/or data in the TAG identification Scores achieved on Nomination deadline
process: these various
DRAs, previous year’s OAKS scores for students grade 3 and above (95th percentile list assessment tools will be
from R&E), observations, pre-assessments, work samples, and standardized test kept by the teachers
information. and utilized in the ID
process.
The building will use the following procedures throughout the ID process: Parent/Teacher Nomination deadline
The building will use the following procedures throughout the ID process: The TAG Nomination Forms and
Coordinator will meet quarterly with the principal and the school's OAKS test Parent/Student Surveys
coordinator for the school as well as the special ed resource teacher to discuss that are turned in and
potential students for identification. Parent and teacher nomination forms will be made work samples reflecting
available. Work samples and test history, as well as teacher advocacy will be reviewed State Scoring Guides are
Portland Public Schools: Building TAG Plan
Revised on 10/1/2012
Building TAG Plan Template Page 3
Due to the PPS TAG Office and your Deputy Superintendent on Friday, June 3, 2011
and utilized as part of our process. Dave Huckaba, the TAG Coordinator, will coordinate evidence of
the ID process. documentation. The
TAG coordinator checks
Cum files against the
TAG list sent by TAG
office. The principal and
TAG coordinator will
sign the IDPF after test
scores come back to the
school.
FOCUS: TAG Services
Expected Completion Date or
Action Documentation Check Point
Differentiation strategies in place within our school’s classrooms include:
Pre-assessment or on-going formative assessments used to help inform instruction This can be found in Ongoing
include: Flexible grouping within the classroom, curriculum compacting, acceleration by various lesson plans of
grade or subject area, independent project work, higher-level questioning strategies, individual teachers, Ongoing, when new
use of mentors. letters of promotion to units of study will
another grade level, in begin where
Pre-assessment or on-going formative assessments used to help inform instruction student portfolios, differentiation will
include: Pre-assessments that are part of the curriculum established by the district as independent project most likely be
well as supplemental materials, observations, and pre-assessment strategies made work. necessary.
available on the district's Educator Resources page on our district's TAG website.
Teachers use the data from these assessments to inform instruction: When pre-assessments
are completed, the
They could institute flexible grouping, have some students work on independent results are recorded by
projects, they could do curriculum compacting and tier their instruction, KWL, teachers for use in
observation. setting up lessons for
the students.
The administrator monitors the use of differentiated strategies in the classroom in the Differentiated Ongoing,
Portland Public Schools: Building TAG Plan
Revised on 10/1/2012
Building TAG Plan Template Page 4
Due to the PPS TAG Office and your Deputy Superintendent on Friday, June 3, 2011
following way: strategies will be noted observations/walk-
The principal will do walk-throughs to see that TAG strategies are being implemented by the principal after throughs monthly
into the classroom and will provide professional development opportunities to the staff observations have with different
throughout the year. He will offer professional development around the 7 Strategies of taken place. teachers.
Formative Assessment with the assistance of the TAG coordinator. Professional
development
presentations will be
noted on the staff
meeting agendas.
Our process for using data to measure the growth of our TAG students is: These discussions are Quarterly
through the use of the state OAKS testing which begins in grade three, DRAs, the noted in the team
checklists mentioned earlier in this document, and any additional data our Data Team meeting minutes.
collects and distributes to the staff. We use this information in the following way:
Teachers go over the data during team meetings. Discussions take place regarding TAG
strategies and lessons to use with high-level learners in the various grade levels.
Grade level or school-wide structures in place that offer rigorous coursework at the The teacher notes grade Whenever the day is
appropriate rate and level are: level movement by decided that this
Moving students to a higher grade for a particular subject area, independent work subject in the TAG should happen.
where appropriate and depending on the student’s maturation level to handle such binder as well as any
independence (fourth-grader going to MS for HS Geometry) independent projects.
We determine whether a student needs acceleration in the following way: The teacher notes Ongoing, but
Pre-assessments, post assessments, work samples, teacher and parent discussions, acceleration in the TAG generally done
student discussions depending on age level, test scores on OAKS if applicable, agreed- binder. within the first
upon cutoff scores. month of school.
The following options for acceleration are available at our school: If children move to a Ongoing, but
Regardless of grade level, we can move children to a higher grade level for a single higher grade level for a generally done
subject (in math if it is beyond geometry, students have to go to the high school or take single subject, the within the first
a class on line or through independent study), subject acceleration in the classroom principal will note that month of school.
using higher grade materials, credit by exam. in the TAG binder.
Students access these options in the following manner:
Portland Public Schools: Building TAG Plan
Revised on 10/1/2012
Building TAG Plan Template Page 5
Due to the PPS TAG Office and your Deputy Superintendent on Friday, June 3, 2011
Parents drive them to high school or they take a bus or we provide a computer for
online work if the curriculum that needs to be taught is beyond what we offer in our
school.
If a student requires a course beyond what is typically available for that grade or subject The principal will note in Ongoing, but
area, that student can access this course or experience in the following ways: the TAG binder how the generally done
The principal and counselor work with the teacher, student, and parent to find the best student can access the within the first
fit whether it is online are going to another high school or to a community college. material. month of school.
- Mid-Level must include a specific plan for helping students access courses such as
Geometry.
- All students capable of taking Geometry are scheduled to do so.
- High School must include a specific plan for accessing AP, IB, or similarly rigorous,
college-ready courses.
Additional services available for TAG students include: Clubs such as Chess Club, A list of clubs is Ongoing
Scrabble Club, Lego Robotics, Spelling Bee, Oregon Writing Festival, Spelldown available in the office.
The students access these services in the following manner:
We have a sign up opportunity during school orientation in August. Students are also
able to sign up anytime during the year.
FOCUS: Responsibilities of TAG Coordinator
Expected Completion Date or
Action Documentation Check Point
The administrator ensures the TAG Coordinator is trained and familiar with the The school district Quarterly review
requirements of the TAG Coordinator Job Description, which include mandatory keeps track of all TAG
attendance at TAG sponsored PD and coordinating the ID process in the school, in the coordinators who
following manner: attend the meetings.
The coordinator is selected in the spring for the following year. Our coordinator has
been the same person for the last several years and has agreed to do it again next year
and has had all of the training. We go over the checklist and his various responsibilities
several times a year.
FOCUS: Professional Development
Portland Public Schools: Building TAG Plan
Revised on 10/1/2012
Building TAG Plan Template Page 6
Due to the PPS TAG Office and your Deputy Superintendent on Friday, June 3, 2011
Expected Completion Date or
Action Documentation Check Point
Site-based professional development in our school will include the development and/or When professional Monthly
implementation of the strategies identified below in 2011-12: development takes
(Check all those that apply) place during staff
Tiered Instruction Compacting Depth/Complexity meetings or on PD days,
X Characteristics X Questioning X Pre-Assessment it will be noted on the
strategies agenda.
Guided Book Study
(voluntary)
Administrator/Teachers will use their staff meetings, collaborative planning times, or When professional Monthly
team planning times to integrate these strategies into their instruction in the following development takes
manner: place during staff
Professional Development on Differentiation from Linda Vanderford will occur next meetings, it will be
school year. Staff will work with her monthly at 2 hour staff meetings for a total of 8 noted on the agenda.
times or 16 total hours. Team meetings will
reflect it in the minutes.
The administrator will ensure differentiation strategies are implemented into the Walk-through Ongoing
classroom in the following way: Looking at teachers’ lesson plans, observations during checklists, examples of
walk-throughs, at goal conferences. lesson plans, goal
sheets
FOCUS: Communication
Expected Completion Date or
Action Documentation Check Point
Teachers communicate the differentiation strategies they’re implementing in their Can be found on the Within the first
classrooms in the following ways: syllabi and the BTSN month of school
At Back-To-School Night they will tell parents examples of how they differentiate handout of some
instruction in that classroom, the teachers teaching high school courses in the middle teachers, the
school will use syllabi to communicate this information. Information is also conveyed PowerPoint or teacher
and discussions take place during parent-teacher conferences. notes in preparation
for the presentation.
Portland Public Schools: Building TAG Plan
Revised on 10/1/2012
Building TAG Plan Template Page 7
Due to the PPS TAG Office and your Deputy Superintendent on Friday, June 3, 2011
The administrator uses his/her the school newsletter to communicate with families about Newsletter Ongoing
TAG in the following ways:
He writes when the school is holding TAG meetings, publicizes events and meetings
promoted by the TAG department, has articles about classes and services available for
students, reminds parents they can come and look at the building’s TAG plan.
TAG Bulletin Board will be available for parents to read on the first day of school and will TAG Board Ongoing
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 TAG coordinator.
A Fall TAG parent meeting will be held before 11/17/2011. Details include: Newsletter Before 11/17/2011
Nomination and ID process, plus information about TAG services available at
Winterhaven.
Parent/teacher will sign a form at Parent-Teacher Conferences that indicates parents Student’s TAG folder By the close of
have had the opportunity to offer input into and reviewed the school’s plan for meeting parent-teacher
a student’s rate and level. If your school is non-exempt, parents will be provided an conferences
opportunity to offer input into and reviewed the student’s individual TAG plan for
meeting a student’s rate and level. 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: On the meeting agenda By May 31, 2012
A TAG parent meeting will be included as part of our final Community Meeting at the
end of the school year.
If parents have concerns about their child’s TAG services they will have the following Notes will be kept by Ongoing
opportunities (process) to inform the school: the principal.
They can contact the TAG coordinator or the principal. They will be encouraged to first
go to the teacher.
Submitted __5/26/11________ Received _______________ Approved ____________________
Portland Public Schools: Building TAG Plan
Revised on 10/1/2012
