The Schoolwide Enrichment Model

Pequenakonck Elementary School’s Gifted and Talented Program

Michelle Sands, EdDEnrichment Specialist

Engage students to continuously learn, question, define and solve problems through critical and creative thinking.

Schoolwide Enrichment Philosophy

Schoolwide Enrichment Model Philosophy

❏ Broadened conception of giftedness that accommodates both advanced academic progress and services designed to promote creative productivity

❏ Services provided include general enrichment for both wide-ranging and targeted sub groups

Schoolwide Enrichment Philosophy

❏ Acceleration options and/or highly individualized curriculum that provide development in subject specific strength areas

❏ First-hand investigative opportunities for highly motivated individuals or small groups

❏ Enables students who demonstrate high-average performance or advanced interests to escalate their experience through options that are available through service delivery components

Schoolwide Enrichment Model Service Delivery Components

Triad Model for Enrichment ● Type I ● Type II ● Type III

Enrichment Clusters

Curriculum Modifications● Differentiation/Acceleration● Curriculum Compacting● T.P. Identification

Triad Model for Enrichment

Triad Model for EnrichmentGenius Hour

Type I Day 1 & Day 2 (Grades 3, 4, & 5)

Type II Genius Hour Drop In (Grade 3)Bootcamp (Grades 4 & 5)

Type III Genius Hour Drop In (Grade 3)Independent Projects (Grades 4 & 5)

Independent ProjectsGrades 4 & 5

❏ Self-nomination

❏ Focus is on thinking skills, creativity, research skills, executive function (organization, planning, execution)

❏ Students are responsible for management planning guide, goal setting, productive work, and project log

https://sites.google.com/a/northsalemschools.org/pqlibrary/genius-hour

Enrichment Clusters

Engineering Enrichment Clusters

Enrichment Clusters

Engineering Enrichment Clusters1. Students in grades 4 and 5 choose engineering

design problems of interest to them2. Students are grouped by interest in multi-age

clusters3. Students are matched with teacher who has similar

interest4. Groups meet to work on self-selected engineering

design problems

Curriculum Modifications

What Research Supports on Identification

Identification•Occurs over time•Omnibus vs. specific•Alternative pathways •Universal screening•Local norms•Ceiling effect NAGC, 2019

Three Ring Conception of Giftedness

Renzulli, 1978

Identification

Universal Screening Grades 3, 4, & 5 CogAT Screener STAR Reading AchievementSTAR Math Achievement

Students above the 85th percentile on screener and with consistently high achievement scores (top 10%) over multiple years are given post screener

Students are offered enrichment or acceleration opportunites based on documented strength area/s

Twelve Traits of Giftedness

⚫ Motivation⚫ Interests⚫ Communication Skills⚫ Problem-Solving Ability⚫ Memory⚫ Curiosity⚫ Insight⚫ Reasoning⚫ Creativity⚫ Humor⚫ Intensity⚫ Sensitivity National Research Center on the Gifted and Talented

Identification in the Context of Reading Enrichment

Renzulli, 1978

Makes connections between concepts

Produces original/complex products and ideas

Sense of humorDivergent thinkerHigh level of empathy

Long attention span

Voracious readingSelf-selects high level materialsSpontaneously extends reading

CogAT

Large vocabulary, good memoryStrong comprehension Able to generalize conceptsSTAR reading assessment trends over time

Curriculum Compacting

❏ Differentiation strategy❏ Identify learning objectives❏ Assess for prior mastery❏ Curriculum is compacted❏ Enrichment/Acceleration

Research Mini-Course4 & 5

❏ Advanced research skills

❏ Participate in Kids’ Inquiry Conference

❏ Contribute to research journal

Survey SampleLikert Scale

How important was the quality of the poster created by the candidate you voted for?

5Very Important

4Somewhat Important

3Neither

2Somewhat

Unimportant

1Not Important

DataCriteria Item

Number

Grade 2 Grade 3 Grade 4 Grade 5

Quality of Poster

1 4 4 3 4

Friend/Personal Relationship

2 4 3 3 3

Specific Skill for job

3 4 4 4 4

Popular 4 4 4 3 2

Gender 5 3 2 2 1

Data ContinuedVariable Average in

Seconds

Control 14.1

am 14

pm 13.3

Accessed by All Accessed by Some

Accessed by Few

Genius Hour Grades 3-5 Junior Great Books 3 Subject compaction and accelerationMath 4-5

Independent Projects4-5

Mentoring Mathematical Minds Enrichment 3

Research Course

Hour of Code K-5 Math Team 4-5

Engineering Enrichment Clusters 4-5

Genius Hour Drop In 3

Genius Hour Bootcamp 4-5