Elementary Student Enrichment Philosophy

Identification

The highest performing students in mathematics and/or language arts are identified using multiple assessment criteria.  The criteria include performance on in-class assessments, teacher observation and recommendation, and reading and writing performance assessments.  Specifically, students in grades K-2 are identified for enrichment in language arts and mathematics.

District Philosophy of Student Enrichment

Every student should be provided with experiences that promote critical thinking, problem solving, reasoning and communication in ways that are appropriately challenging. Many students demonstrate a mastery of the objectives of the basic curriculum and need additional enrichment. Enrichment activities either extend the curriculum into new areas or provide a greater depth of treatment in the existing curriculum.

While classroom enrichment activities are a normal part of the instructional program for all students, the needs of students with exceptional abilities should be provided for through appropriate placement, grouping strategies and individually structured learning opportunities. The identification of students with exceptional abilities should be multi-faceted, relying on a variety of assessment procedures. Students with exceptional abilities often learn earlier, faster, and/or differently. They benefit from working with other students who have similar abilities as well as sharing in the interactions of heterogeneous groups. Specialized learning opportunities are necessary to enable students with exceptional abilities to meet their potential.

Elementary Enrichment Model

In grades K-5, the enrichment model is grounded in Differentiation of Instruction, which is a philosophy of instruction and a set of methods with the goal of meeting the diverse instructional needs of students in a heterogeneous environment. Identified students are clustered in several classrooms at each grade level, meaning approximately five students are placed in each enrichment classroom. While enrichment activities regularly occur for all students in all classroom as part of the regular curriculum, this grouping model provides the classroom teacher with a small group of students with exceptional abilities in a regular classroom to engage in enrichment activities. Members of an enrichment group might work on a collaborative enrichment project or individual students might work on enrichment opportunities. Other strategies used might include... centers, the use of technology, or independent projects.

The above information was appropriated and updated from our District website.

“Enrichment activities either extend the curriculum into new areas or provide a greater depth of treatment in the existing curriculum.”

“…Differentiation of Instruction… is a philosophy of instruction and a set of methods with the goal of meeting the diverse instructional needs of students in a heterogeneous environment.”