TAG Services for Primary Students (Grades K-2)
Services for Primary Students (K-2)
Kindergarten students receive small group instruction at the beginning of the school year by the Kindergarten Literacy Team, which consists of the Reading Specialist, the Speech Therapist, and the Classroom Teacher. In addition to the benefit of small group instruction, the process serves the purpose of providing a functional assessment of the children, which enables the classroom teachers to understand and target the strengths and needs of individual children. In addition, a school-wide pre-assessment is conducted individually by the Reading Specialist to determine each student’s ability in the following areas: letter/sound recognition, sight vocabulary, spelling, writing, and mathematics. Students are also screened using the STAR Early Literacy computerized assessment tool, which provides a broad scope of assessments in literacy and numeracy. After the first nine weeks of the school year, each classroom teacher will complete a checklist for each of his/her students that identifies characteristics of gifted learners. The results of these multiple measures will be analyzed and used to identify giftedness in our Kindergarten students.
After having analyzed the student data and checklists, teachers differentiate instruction in literacy and mathematics to challenge the gifted students as well as support the struggling students. In addition, the Reading Specialists provide periodic small group, differentiated instruction in the classroom and ongoing consultation with the classroom teacher to ensure and support appropriate instruction for the advanced/gifted child. As needed, the school media specialist selects and provides high-interest, level-appropriate reading options and materials from the school library, borrowing resources from the elementary schools, as appropriate. The gifted/talented teacher of the student’s home school serves as a resource at the request of the classroom teacher.
Students entering first grade are placed in instructional groups according to the total school-wide cluster grouping model based upon Kindergarten data. After the first semester, students are assessed with the STAR in Reading and Mathematics. The classroom teacher meets the needs of the high ability/gifted children through differentiated instruction. The gifted/talented teacher meets with the classroom teacher to identify and/or provide resources that ensure appropriate depth and rigor for the gifted/high ability students. In addition, other specialists provide instruction in art, music and physical education.
Students entering second grade are placed in instructional groups according to the total school-wide cluster grouping model based upon first grade data. Students are assessed with STAR in Reading and Mathematics early in the year. Students are administered the OLSAT group ability test at midyear. The classroom teacher meets the needs of the high-ability/gifted children through differentiated instruction. The gifted/talented teacher meets with the classroom teacher to identify and/or provide resources that ensure appropriate depth and rigor for the gifted/high ability students. In addition, other specialists provide instruction in art, music and physical education.