T argeted A ccelerated G rowth at Nerge School TAG

1. Targeted Accelerated Growth at Nerge SchoolTAG Amie Edmunds Liz Maltz Chris Martelli

2. 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

3. Nerge ISAT Reading Over Time

4. Nerge MAP Data 2009-2010 Students below 40%

5. 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.

6. Logistics of TAG • Schedule • Primary TAG: 11:15-11:45 daily • Intermediate TAG: 12:30-1:00 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

7. 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!

8. 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

9. 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

10. What’s 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

11. 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 – it’s always a work in progress!