TAG in the Regular Classroom (TRC)

At Rosaryville, we follow the TRC or TAG in the Regular Classroom model. The TRC model was developed for schools with a large population of TAG identified students. (greater than 40). All of our staff are trained to provide differentiated instructional strategies, which benefits ALL of our students. By including TAG in the regular classroom, TAG programming is embedded in the daily instruction, challenging our TAG students in all aspects of schooling, not just in a once-a-week pull-out class. Our TAG students have many leadership opportunities in the classroom.

If you have specific questions regarding enrichment opportunities for your child, please schedule a conference with your child’s teacher.

The components of the TRC model include

TAG students clustered in groups of 7 to 10 per classroom
Advances research and study skills
Junior Great Books
Higher Order Thinking Skills and Reading Comprehension Strategies
Instruction and activities reflecting Multiple Intelligences Theory
Differentiated instructional strategies in the heterogeneous classroom
Acceleration (pacing and content)
Curriculum compacting (pre-assessment)
Tiered assignments (challenge levels/projects)
Flexible grouping
Independent study
Learning/interest centers

The benefits of the TRC model is as follows

Embedded in daily instruction
Not a once a week pull-out program, but on-going
Provides leadership opportunities for Gifted students
Aligned with and exceeds grade level the Maryland Content Standards
Differentiated for individual students based on their abilities and interests
Continually sets the bar higher for gifted students so that they are challenged in all aspects of schooling, not just during TAG pull-out
The TRC Team is trained to use differentiated instructional strategies that benefit ALL CHILDREN.

At Rosaryville, enrichment and acceleration opportunities include, but are not limited to the following list. This is not a comprehensive list and not all of these opportunities are available at every grade level.

National Young Leaders Conference
Bowie State University Youth Programs
Young Authors Program

Additional Enrichment Opportunities at Rosaryville Include

Write A Book
Science Fair
First in Math
Literacy Circle
Library Assistants
Reading Log
Destination Imagination
Green Team
Student Council
Safety Patrols
Band
Choral Performances
Strings
Junior Great Books
Peer Mediation

TAG identification involves a balance of quantitative and qualitative measures following very specific procedures which include

Global Testing – all students are tested in grades 1 and 3. Students may also be nominated in grades 2 and 4 through 7.
Multiple criteria – selection for the TAG program is based on the assessment of a variety of quantitative and qualitative measures which are aligned to meet the National Association of Gifted Children Exemplary Standards.
Committee Recommendation – a group of school based professional educators analyze all appropriate data regarding placement recommendations. The TAG supervisor or Specialist reviews, approves, processes, and codes TAG-identified students.
Re-screening – yearly, TAG re-screens are initiated and monitored by the TAG Office. Students with qualifying test data who do not qualify in other areas are recommended for re-screening later that year or first quarter of the next school year.

TAG/TRC Resources

Figure This: Math Challenges for Families. National Council of Teachers of Mathematics.
Brain Boosters from Discovery Education.
Neuroscience for Kids by Dr. Eric Chudler, PH.D.