Targeted Accelerated Growth at Nerge School TAG

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Targeted Accelerated Growth at Nerge SchoolTAG

• Amie Edmunds
• Liz Maltz
• Chris Martelli

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Getting to know Nerge

• Student population
• 70 White
• 20 Asian
• 5 Hispanic
• 3 Multiracial
• 2 Black
• 3 Low Income
• Very little mobility
• Five consecutive years of declining ISAT scores
  in the area of Reading (00/01-04/05) reaching a
  low of 68.8 meet/exceed

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Nerge ISAT Reading Over Time
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Nerge MAP Data 2009-2010
Students below 40
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Providing extra TIME SUPPORT

• Built into the structure of the school
• Systematic in identifying students by name and
  need.
• Guaranteed to all students demonstrating
  difficulty mastering grade level appropriate
  skills and concepts.
• Delivered as an extra dose on top of initial
  instruction not as a replacement for initial
  instruction.

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Logistics of TAG

• Schedule
• Primary TAG 1115-1145 daily
• Intermediate TAG 1230-100 daily
• Personnel
• Each grade level uses their classroom teachers, 3
  or 4 depending on the grade level
• Each grade level has one SST
• Some grade levels have additional support from
  SLP, Reading Teachers, administration, etc.,
  depending on the number of students that are
  identified for TAG

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Logistics of TAG (cont.)

• Groups should be a small as possible around 4
  students per teacher
• Most certified staff should be working with our
  neediest students
• Teamwork is essential for the success of TAG!

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The Details of Intervention

• 1. How do we identify students?
• We use MAP as an initial screening tool
• We utilize other assessment materials (ISEL,
  common assessments, fluency, etc.)
• As a team we complete the TAG planning sheet
• 2. What materials do we use?
• Research based materials (LLI, Rewards, SOAR,
  etc.)
• A foundation in guided reading strategies
  additional opportunities to expose and engage
  students in text

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The Details of Intervention (cont.)

• 3. How do we monitor student progress?
• As a team each grade level develops ways to
  monitor progress based on the needs of the
  student groups they are working with
• 4. What happens when intervention does not work?
• Review TAG planning sheet monthly
• Discuss our results and as a team develop other
  options for interventions

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Whats happening during TAG

• Additional dose of Balanced Literacy Guided,
  Shared and Independent Reading and Writing and
  vocabulary/word study activities
• Research-based programs are utilized as a
  resource across grade levels
• Research-based practices are used to address
  phonological awareness, phonics, fluency,
  vocabulary, and comprehension
• Lessons PARALLEL initial Tier I literacy
  instruction
• Students that are meeting grade level
  expectations are doing purposeful work,
  independent of the teacher

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Summary of Data

• Over the past five years we have seen a gradual
  increase in student achievement on ISAT 2010
  being our highest scores (93.1 meet/exceed)
• Over the past four years (since implementing
  TAG), we have seen a gradual decrease in the
  number of students below the 40 on spring MAP
  testing
• We have decreased the number of students being
  identified with an IEP each year
• This does not happen over night its always a
  work in progress!

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