Schoolwide Enrichment Model
Based off of the Enrichment Triad Model, the Schoolwide Enrichment Model is a flexible system that can be implemented in a variety of ways: gifted programs, enrichment programs, magnet and charter schools, and theme schools (Rice & Renzulli, 2009, p. 329). Utilizing the Total Talent Portfolio and the Service Delivery Components, the model stresses individualized learning paths for gifted students.
Criterion 1: Respect for individuals with diverse abilities, strengths, and goals (FULLY MET)
The School Enrichment Model’s identification process can be used as evidence in relation to this particular criteria. Students in this program are identified “through a variety of measures including: achievement tests, teacher
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nominations, assessment of potential for creativity and task commitment, as well as alternative pathways of entrance” (Reis & Renzulli, 2009, p. 329). As a result, students who may not perform well in class (underachievers) may also be included in the program. The program recognizes that not all gifted students fit into the stereotype often portrayed in popular culture. Gifted students are as varied as the programs used to instruct them. Criterion 2: Provide for identification of out-of-school learning opportunities that match students abilities and interests (FULLY MET) Enrichment Clusters are used to specialize learning through discovering and then encouraging instruction based off of students’ interests.
The purpose of Enrichment Clusters is to promote how “knowledge utilization, thinking skills, and interpersonal relations take place in the real word” (Reis & Renzulli, 2009, p. 335). As the clusters are organized by the students’ interests and needs, there is a push within the model for product production connected to real world applications. The model also encourages students to participate in programs outside of school (extracurricular) such as: Future Problem Solving, Odyssey of the Mind, and the Model United Nations program (Reis & Renzulli, 2009, p. 335).
Criterion 3: Incorporate use of differentiated pre-and post-performance-based assessments to measure the progress of students with gifts and talents. (FULLY MET)
The Total Talent Portfolio is one tool used to pre-assess students in a variety of ways. Through a plethora of assessments, the Total Talent Portfolio is used to “collect information about students’ strengths on a regular basis” (Reis & Renzulli, 2009, p. 330). This information is used for Curriculum Compacting, a system used to modify instruction based off of the student’s needs.
Criterion 4: Allow for use and interpretation of qualitative and quantitative assessment information to develop a profile of the strengths and weaknesses of each student with gifts and talents to plan appropriate intervention (FULLY
MET) As mentioned above, one of the key components of the Schoolwide Enrichment Model is the Total Talent Portfolio. To expound on the nature of the Curriculum Compacting system connected to the portfolio, it is important to note that the teacher will use the compactor, which breaks down a student’s individualized learning plan into three categories: curriculum areas to be considered for compacting, procedures for compacting basic material, and acceleration and/or enrichment activities to plan his or her instruction. Criterion 5: Allow for use of information and technologies, including assistive technologies to individualize for students with gifts and talents, including those who are twice-exceptional (PARTIALLY MET) One of the unique aspects of the Schoolwide Enrichment Model is its use of the Renzulli Enrichment Database. The database connects students with appropriately challenging activities not only based off of their ability level but also based off of their interests. While this technology is used to help design a student’s learning path, there is still room for improvement in this area, as there is very little mentioned concerning adaptive technologies or twice exceptional students. Criterion 6: Incorporate creative-thinking strategies to meet the needs of students with gifts and talents (FULLY MET) Lack of creative-thinking activities in the classroom is one of the reasons the SchoolWide Enrichment Model was created. Utilizing Renzulli’s Three Ring Conception of Giftedness, the Schoolwide Enrichment Model follows the belief that “as students pursue creative enrichment opportunities, they learn to acquire communication skills and enjoy creative challenges” (Reis & Renzulli, 2009, p. 342). Criterion 7: Incorporate problem-solving model strategies to meet the needs of students with gifts and talents (FULLY MET) Type III of Enrichment Learning and Teaching involves a focus on individual or group investigations of real problems. Criterion 8: Set high expectations for all students with gifts and talents as evidenced in meaningful and challenging activities (FULLY MET) The compactor dictates that gifted instructors plan and chart activities used to challenge students. Criterion 9: Provide opportunities for self-exploration, development and pursuit of interests, and development of identities supportive of achievement, e.g. through mentors and role models (FULLY MET) As part of the continuum of special services, the model encourages setting up mentorships. In fact, the continuum is used to provide services, “which cannot ordinarily be provided in enrichment clusters or the regular curriculum, typically include(ing): individual or small group counselling, acceleration, direct assistance in facilitating advanced level work” (Reis & Renzulli, 2009, p. 335). Criterion 10: Provide for enhancement of oral, written, and artistic forms of communication, recognizing students’ cultural context. (NOT MET) While the Schoolwide Enrichment Model does take into consideration a student’s learning preferences and encourages creative product production, there are no real guidelines regarding recognizing the student’s cultural context. Criterion 11: Provide opportunity to regularly use multiple forms of grouping, including clusters, resource rooms, special classes, or special schools (FULLY MET) The model utilizes the idea of Enrichment Clusters (as discussed in criterion 2). Criterion 12: Provide opportunity to regularly use individualize learning options such as mentorships, internships, online courses, and independent study (FULLY MET) The model utilizes the Renzulli Enrichment Database and the continuum of special services to ensure these opportunities occur. OVERALL: PARTIALLY MET Unlike some of the other models discussed in this assignment, the Schoolwide Enrichment model contains many admirable qualities. The two areas in which the model may be found lacking are the use of assistive technology for twice exceptional students and providing quality instruction that recognizes student’s cultural context. While the program’s flexible nature would allow a teacher to include each of these things in his or her implementation, they are not key components of the model itself.
Subsequently what is done is that selected high schools develop a curriculum that is organized around a specific career cluster, which are like a specialized charter school. The goal is to feature a series advanced “pathway” courses that can help students to enrich their knowledge through work-based learning and academics. In turn, this specialized education will allow student to demonstrate their understanding through assessments and industry credentialing opportunities. As well these schools are enrolled in a learning exchange that have partnerships that are organized to support the programs of study by coordinating statewide networks of education partners, businesses, industry associations, labor, and other organizations (2013, p. 21-23). Consequently, the program is driven to help high school students develop a career path and to receive exploratory education that will given them an advantage in either college endeavors or in the job market.
There are six sections in the response/summary forms (Jarosewich, Pfeiffer, & Morris, 2002). Section one is for identifying information of the student; while section two is where the assessor records the student’s raw scores. Section three plots the results of the GATES in a clear illustration to show the student’s performance against other gifted and talented students. Section four, five, and six all further detail the raw score of the student by converting the raw score into percentiles, etc. Once the scores are completed they can be assessed against the individual scales. Based on the student’s scores, a comparison is made against the ranging standard scale to estimate the likelihood of giftedness and talentedness of the student (Jarosewich, Pfeiffer, & Morris, 2002).
Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, there are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented programs is the system by which students are selected to join their school’s gifted and talented program.
...s with 2.5 grade point average students and economically diverse students in the same classroom there is no limit to the enrichment to the academic environment as a whole.
Helps to establish that a student’s low academic achievement is not due to inappropriate instruction, poor developmental activities and expectations deficit
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
Research carried out by Ofsted (2011) shows that, assessment improved a practitioner’s awareness of a child’s strengths and weaknesses. Subsequently, this had a positive influence on their planning, as they were able to differentiate and offer adequate support for children. Ofsted believes it to be the best way to improve pupil’s attainment (Ofsted, 2011).
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner. Retrieved April 14, 2004, from http://www.gifted.uconn.edu/rogers.html
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
The club will be an enrichment course for students including gifted and talented. We will learn about . . .
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
There’s nothing worse than to have students sum up all their knowledge, skills, thoughts, talents, and abilities into one multiple-choice test with one “right” answer. This is why assessments must encompass more ways of evaluating students than a paper and pencil strategy that does not account for the various competences of every student. This is one of the many reasons why standardized testing has been undoubtedly one of the most controversial topics in education to date. With this being said, there are alternatives to standardized tests that involve different opportunities including portable portfolios, performance exams, exhibitions, and/or recorded sessions to better “test” a student’s knowledge and abilities.
The focus of our work Monday concentrated on identifying ninth grade students for curriculum enrichment courses at the high school level. I worked with Mr. Stinson to review end-of-grade English scores for the incoming ninth grade students and identify students with an achievement probability of less than 5.0. These 59 students were then cross-referenced with Exceptional Children already enrolled in the curriculum enrichment
It is important to understand the many different methods of educating gifted and talented students. Most people, whether as teachers, students, or parents, will at some point be faced with the many options of educating the gifted and talented. In the United States today, 3-5 percent of students are considered gifted. Defining whether or not a student is gifted can be quite difficult, but many would agree that gifted students “are able to learn material rapidly and understand concepts deeply” (Lynch, 1999). Within this paper I will discuss the process of identifying gifted and talented students and the different methods of educating them including tracking, grade advancement, and cooperative learning. Of these three methods I believe the most effective method used to teach gifted and talented students is tracking.