TAG Page


gold star

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 (levels of challenge or open ended assignments)
          * 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 Montpelier, 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.
    • Johns Hopkins Center for Talented Youth Program 
    • Math Compacting
    • National Young Leaders Conference
    • Bowie State University Youth Programs
    • Young Authors Program

Additional Enrichment Opportunities at Monpelier Include: 

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


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.
  • Rescreening – 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 rescreeing later that year or first quarter of the next school year
Last modified: 8/24/2010 3:08:18 PM