• Wednesday, February 20 - Code Yellow - Schools and offices are closed. EMERGENCY PERSONNEL only must report to work.

    Miércoles, el 20 de febrero - Código Amarillo – Todas las escuelas permanecen cerradas. Todas las oficinas permanecen cerradas. Solamente el PERSONAL DE EMERGENCIA debe reportarse al trabajo.

  • TAG

    giftedTAG in the Regular Classroom (TRC) model: 

    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


    Choral Performances  


    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.


    1.      Figure This: Math Challenges for Families. National Council of Teachers of Mathematics. http://www.figurethis.org/index.html  

    2.     Brain Boosters from Discovery Education. http://school.discoveryeducation.com/brainboosters/ 

    3.     Neuroscience for Kids by Dr.  Eric Chudler, PH.D.http://faculty.washington.edu/chudler/neurok.html 

    4.     Teachers First. Com Meeting the Needs of Gifted Students in the Regular Classroom.http://www.teachersfirst.com/gifted/strategies.html 

    5.     A Different Place. Differentiated activities for all subject areas. http://www.adifferentplace.org/ 

    6.     Bright Hub. Activities for Gifted Students in the Classroom.http://www.brighthub.com/education/special/articles/48494.aspx 

    7.     Brainy Child. All about child brain development. http://www.brainy-child.com/expert/giftedness-section.shtml 

    8.     Child Development Institute. Resources for Parents of Gifted Children.http://www.childdevelopmentinfo.com/learning/gifted_children.shtml 

    9.     Best Practices. Pieces of the Puzzle. http://www.centralischool.ca/~bestpractice/index.html 

    10.  Special Connections. Connecting Teachers to Strategies that  Help Meet the Needs of Students with Special Needs. http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=udl/tiered 

    11.  Tiered Curriculum Project from the Indiana State Government.http://www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html