THE SCHOOLWIDE
ENRICHMENT
PROGRAM
RU T H P I E R R E , L E A H S A F F O, A N D T R AC Y
WILLIAMS
ESSENTIAL QUESTION:
W H AT A R E T H E
COMPONENTS OF THE
SCHOOLWIDE
ENRICHMENT MODEL AND
W H AT M A K E S I T
EFFECTIVE?
LETS TAKE A QUICK POLL:
Considering what you already understand
about Renzulli and Reis and gifted
education, in 3 words what might the
Schoolwide Enrichment Program aim to
do?
THE BACKGROUND OF SEM
Theory of Human
Main Focus Potential
Developed by: What makes giftedness?
Joseph Renzulli
& Sally Reis To apply
pedagogy of Theory of High-end
gifted education Learning
University of to the whole How do you develop
giftedness?
Connecticut school
What is Giftedness?
WHAT IS THE SCHOOLWIDE ENRICHMENT
MODEL (SEM) ABOUT?
WHAT IS THE SCHOOLWIDE
ENRICHMENT MODEL?
The Schoolwide Enrichment Model is based upon a vision
that "schools are places for talent development." The
model uses the pedagogy of gifted education to make
school more challenging and enjoyable for all students, and
aid the school in total school improvement.
Originally birthed out of the Enrichment Triad Model, the
SEM evolved to include strategic methods to improve the
educational rigor and enjoyment of all children.
THE SCHOOLWIDE ENRICHMENT MODEL
The application of gifted education pedagogy to total school
improvement
Provides enriched learning experiences and higher learning
standards for all students by:
1. Developing talents in all students
2. Providing a broad range of advanced enrichment
3. Providing advanced follow-up opportunities
based on strengths and interests
THE COMPONENTS OF THE SEM
Triad Model
Type 1 Enrichment
Type II Enrichment
Type III Enrichment
Enrichment Cclusters
Curriculum Modification
Differentiation
Curriculum Compacting
THE TRIAD MODEL
TYPE I ACTIVITIES TYPE III Activities
Group Enrichment Activities Are individualized, real-world and in-depth
Expose students to a variety of disciplines and projects for small groups or independent students
experiences to help spark interests such as Dynamic and Unplanned
guest speakers, mini-courses, demonstrations, Are ungraded by the teacher and are self-
performances etc. evaluated using checklists and evaluation forms
TYPE II ACTIVITIES
Help develop process and Methodical Skills
Less Broad; students begin to learn the how-
to of their interests: pursue additional
training in this area by doing advanced readin;
compiling, planning and carrying out
experiments; and seeking more advanced
methods of training if they want to go further.
Usually carried out in Enrichment clusters
CURRICULUM COMPACTING
Select learning objectives
Identify students for assessment
Develop and conduct pre-assessment
Streamline instruction
Provide instructional options
Provide enrichment and acceleration options
Record student progress
TOTAL TALENT PORTFOLIO
Information that portrays student strengths
Used to help keep students accountable and build
autonomy
Classify information into general categories of
Abilities
Interests
Learning Styles
Markers of Successful Learning
Review portfolio regularly to provide enrichment activities
Use to negotiate various acceleration and enrichment
options
Use for personal, educational, and career counseling
PROS AND CONS OF THE SEM
P RO S CONS
Research of the SEM has found
Renzulli Learning and the numerous amount of resources
Many educators argue that:
the program itself gives you. Time is Limited in the Classroom
Can be used with every student regardless if they are
There is no place for extra
labeled as gifted or not.
activities on top of content
Enrichment is differentiated because gifted/high ability
students will participate in higher level Type III activities Lack or resources
whereas lower ability students will focus more on Type I or
II activities. Lack expertise in the students
This program is very versatile and can be adapted to meet area of interest
the needs of each school. Enrichment activities can take Educators lose control
place in the general classroom, pull-out programs, small
groups, or individually
Studies on children who underachieve due to social
emotional development, learning disabilities, and
socioeconomic status has conclusively yielded positive
results from the early onset of the model to recent years.
THOUGHTS?
Scan the QR Code or go
to the tiny URL and post
your Thoughts about
implementation of the
School Enrichment Model.
WORKS CITED
" E P S Y 7 2 5 0 T I L L I T S K I - P RO S A N D C O N S O F T H E M O D E L
ENRICHMENT TRIAD ". EPSY7250TILLITSKI.WIKISPACES .
C O M . N . P. , 2 0 1 7 . W E B . 1 J U N E 2 0 1 7 .
" S C H O O LW I D E E N R I C H M E N T M O D E L R E S E A R C H S T U D I E S |
R E N Z U L L I C E N T E R F O R C R E A T I V I T Y, G I F T E D
E D U C AT I O N , A N D TA L E N T
D E V E L O P M E N T " . G I F T E D . U C O N N . E D U . N . P. , 2 0 1 7 . W E B .
1 JUNE 2017.
" A R C H I V E D - TO O L S F O R S C H O O L S - S C H O O LW I D E
E N R I C H M E N T M O D E L " . W W W 2 . E D . G O V . N . P. , 2 0 1 7 .
WEB. 1 JUNE 2017.
FORGING
