WELCOME TO CTMS ENRICHMENT

 

Ms. Diane Cormican

Room 100

dcormican@ctsd.k12.nj.us

 

 

 

The Schoolwide Enrichment Model is based on Dr. Joseph Renzulli's Triad Model and supported by the National Research Center for the Gifted and Talented. The model was chosen because it is based on recognizing and developing the total talents of all students within and outside of the classroom. The responsibility for the talent development of all students is shared by the enrichment teachers, classroom teachers, and Unified Arts teachers working collaboratively. The enrichment teacher acts as a facilitator in the design and implementation of differentiation strategies to meet the developmental needs of individuals in a heterogeneous classroom. More can be read about the Renzulli Enrichement Triad Model at: http://www.gifted.uconn.edu/sem/semexec.html

 

 

District Philosophy

 

CTSD Schoolwide Enrichment services are available to all district students. Drawing upon current research, our district answers the question, "What is best for all of our students?" by following Renzulli’s Schoolwide Enrichment Model (SEM).  Research indicates that abilities are not static and that they can be dynamically developed and strengthened in all individuals.  The SEM provides enriched learning experiences and higher learning standards for all children through three goals; developing talents in all students,  providing a broad range of advanced-level enrichment experiences for all students, and providing advanced follow-up opportunities for all based on their strengths and interests. The SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students' interests, learning styles, and preferred modes of expression. It develops the teaching repertoire of the classroom teacher, as well as, provides support from an enrichment teacher.

 

Students are encouraged to participate in a wide variety of programs.  Participation often involves completing applications, signing contracts and meeting specific activity requirements.  For academic activities, specified academic criteria must be met.  Various enrichment activities are offered throughout the year, allowing students multiple opportunities for involvement.

 

Rationale

 

The Schoolwide Enrichment Model is supported by the National Research Center for the Gifted and Talented and the National Association for Gifted Children. The model was chosen because it is based on recognizing and developing the total talents of all students.

 

The responsibility for the talent development of all students is shared by the enrichment teacher, classroom teachers, and unified arts/specials teachers working collaboratively. The enrichment teacher acts as a facilitator, resource, and coach in the design and implementation of differentiation strategies to meet the developmental needs of individuals in heterogeneous classrooms.

 

Essential Questions

 

1.  How can we best meet the needs and interests of each student within a  supportive and caring   

 

    educational environment?

 

2.  How can we best provide meaningful learning activities that challenge and motivate each student to

 

    reach his/her full potential?

 

District Goals

 

 

  • To improve the academic performance and develop the talent potential of students through assessment, programming, scheduling and differentiation of curriculum.

 

  • To blend enrichment activities that will engage students in meaningful learning experiences.  

 

 

 

  • To provide opportunities for students to engage in service-learning projects in order to foster the growth of productive, global citizenship.

 

 

 

 

Type I General Exploratory Activities

 

Large groups of students, either as a whole school, team, grade level or class, explore new topics and interests. This year we have speakers, field trips, performances, special projects and demonstrations planned for our students. I work with the teachers, the community, the PTA and the Foundation for Educational Excellence to bring these experiences to the students.

 

 

 

Type II Small Group Activities

 

Type II activities occur with smaller groups of students who show interest in a particular subject or activity.  This is organized through the collaboration of the enrichment teacher, Ms. Cormican, and the classroom teachers.

 

 

Type III Enrichment

 

Type III  Enrichment provides opportunities for students to participate in advanced level investigations focused on student identified problems which may extend beyond the walls of the school.  Students conduct research and create products in order to solve an identified problem within their area of interest.

 

The purpose is to allow students to become firsthand inquirers and social activists, while doing what practicing professionals do in the delivery of products and/or services.  Typically, Type III Enrichment investigations involve resources and help from adults other than the classroom teacher.