Acceleration (subject)

Above grade-level standards and coursework. For example, a student who takes an advanced high school art class during middle school.

Acceleration (whole-grade)

Grade skipping. For example, a student who moves from 1st grade to 3rd grade (skips the 2nd grade).

Acceleration (standards)

Working ahead on grade-level standards (considerations include: pacing needs and demonstrated levels of mastery on certain grade-level standards). This often occurs within the grade-level course.

Advanced Placement (AP)

College-level coursework with common nationally-normed assessments. AP coursework alone does not meet the needs of all TAG identified students. Differentiated instruction is often implemented to ensure growth and appropriate cognitive demand.

Choice Assignments

A selection of standards-based learning options/projects based on student interest and/or development that includes depth and complexity to address both motivation to learn and cognitive demand.

Cluster Grouping

TAG identified students are intentionally placed together into mixed ability classrooms. The structure of this educational practice allows students to have peer-alike time together to address both academic and social-emotional needs.

Credit by Examination

Students receive high school or college credit based on mastery of prior learning as measured through end of course examinations. District policies, assessment formats, and requirements may vary. Please check your local district policy.

Curriculum Compacting (sometimes referred to as Compacted Curriculum)

Honoring prior learning, typically measured through pre-assessments, by allowing students to skip lessons/standards where mastery has been met and providing opportunities to focus on standards in the current unit/curriculum that have not been mastered yet.

Depth and Complexity

A general framework to assess level of rigor specific to cognitive demand. Common frameworks include Webb’s Depth Of Knowledge (DOK) and Bloom’s Taxonomy.

Depth of Knowledge (DOK)

A framework developed by Dr. Norman Webb to assess the level of rigor for standards, projects, assignments, and exams.

Differentiated Instruction (involving tiers of depth and complexity)

Instruction and learning options designed to reflect the needs of students specific to current learning evidence/data that fosters academic growth. Educators may differentiate content, process, product, and environment to accommodate needs of learning.

Flexible Readiness Grouping

A strategic strategy designed to group students according to best fit instructional needs and student discourse opportunities.

Formative Assessment as a Process

Intentional teaching and learning practices in the classroom used by both teachers and students. Moment-by-moment evidence of student learning and thinking is used to inform and adjust teaching and learning. Descriptive feedback, established success criteria, and clear learning goals are essential.

Independent Learning Contracts

An agreement between student and teacher that outlines individual learning opportunities and outcomes for the student. This strategy is commonly used when a student has demonstrated mastery of a unit that is currently being taught (i.e. student has already read the novel that is being taught in a particular grade level)

Instructional Plans (IPs)

Communicates instructional strategies and services of how the teacher meets the needs of all TAG identified students in a particular course. Typically utilized at the secondary level.

International Baccalaureate(IB)

College level coursework with common internationally-normed assessments. IB coursework alone does not meet the needs of all TAG identified students. Differentiated instruction is often implemented to ensure growth and appropriate cognitive demand.

Kaplan’s Icons of Depth and Complexity

Icons/tools used to provide a visual prompt that promotes thinking from various perspectives, designed to achieve in-depth learning opportunities. Often used as a schoolwide program where all teachers, classroom support staff, and students are taught how to interact with and use the icons.

Level of Learning

In reference to OAR 581-022-2500(3): The instruction provided to identified students shall be designed to accommodate their assessed levels of learning and accelerated rates of learning

The student’s instructional level in the curriculum and the place where the student will encounter knowledge and skills not yet learned or mastered. It is more than an advanced grade level. It involves depth and complexity in thinking.

Option Schools

Students choose to attend schools in their district with learning options that best fits their academic and affective needs. Some districts have alternative school options, magnet schools, and option programs (school within a school model) specifically designed for TAG students. Not all districts provide option schools or programs in Oregon.

Oregon Administrative Rule (OAR)

Rules adopted by the State Board of Education to support statutes (ORS).

Personal Education Plans (PEPs)

A plan developed by the teacher, TAG student, and family that outlines and communicates the programs and services received throughout the school year. Personal Education Plans are for an individual student and are more common at the elementary level.

Oregon Revised Statute (ORS)

Oregon laws passed by the State Legislature.

Pull-Out Programs

Students attend specialized instruction designed for TAG students, during school hours, at the school where the student is enrolled. Pull-out programs vary by district. Not all districts offer pull-out programs.

Rate of Learning

In reference to OAR 581-022-2500(3): The instruction provided to identified students shall be designed to accommodate their assessed levels of learning and accelerated rates of learning.

Addresses the measure of the pace at which the student is successfully progressing through the curriculum after being placed at the appropriate level. A student’s rate will vary depending on subject, interest, level of difficulty and point in the learning process.

Scaffolding or Tiered Instruction

An instructional method that varies the level of learning (depth and complexity) of the assignment to provide all students an opportunity to engage in productive struggle and find success in academic growth.