MODEL+IMPLEMENTATION+SUGGESTIONS+for+the+enrichment+triad+model



= **Planning Process and General Recommendations** =

** Planning Process Before Implementing **

 * (**Renzulli, J. S. (n.d.). //Implementing the schoolwide enrichment model: A five stage planning process for consensus building and the development of a mission statement//.)

> ====**Step 1**: Form a steering committee (include the principal, teachers, and parents). The steering committee should conduct research on the model, set goals, and write a draft mission statement.==== > > ====**Step 3**: Representatives from the discussion groups meet with the steering committee to determine if support is strong enough to implement the. If this is the case, these individuals should draft a mission statement that receives at least 80% support.==== > > ====**Step 4**: Form vertical and horizontal planning groups. A central planning group should coordinate the work of the other groups. During this stage, the groups should "address questions based on the interaction between the school structures and the service delivery dimensions of SEM."==== >
 * ====**Step 2:** Expand work of the steering committee to the school community through discussion groups. These discussion groups have the same duties as the steering committee.====
 * ====**Step 5**: Once questions are addressed, the planning groups should set a timeline for gradual implementation. It is essential to continually evaluate and revise the implementation to ensure school investment. The school should experiment with the ETM to make it work for the school and the local context.====

**General Implementation Recommendations**

 * (**Gibson, S., & Efinger, J. (2001))
 * ====Agree on goals before implementation. Make sure that your goals align with ETM's before implementing (developing higher order thinking and investigative skills).====
 * ====Professional development of teachers is an essential organizational component of ETM's. Teachers will need support transitioning away from knowledge-giver to facilitator.====
 * ====Involving parents in the process allows the community to become more involved in the program, providing essential resources to Tier III activities.====
 * ===="Democratic School Management"-- all stakeholders need to be invested to "ensure the academic freedom, flexibility, and creativity vital to the success" of ETM. This should not be a "canned program" or a program that is developed behind closed doors.====
 * ====Keep enrichment activities student-centered. Give the students room to explore their interests and passions.====

= **Identification** =

**Identification Process**
>> will be admitted >> >> nominate and recommend students. >
 * (**Renzulli, J. S. (n.d.). //A practical system for identifying gifted and talented students//.)
 * ====**__Automatic Referral Entry Stages__--**students who qualify under automatic referral do not have to be screened for approval by a committee.====
 * **Stage 1**: Test Scores-- Students who score in the 92nd percentile (using local norms)
 * **Stage 2**: Teacher Nominations-- Teachers use rating scales to nominate students who exhibit gifted behaviors that may not be reflected through test scores.
 * ====__**Case Study Referral** **Stages**-__- students who qualify under these two stages are referred to a committe who look at interviews, school records, and recommended assessments to determine eligibility. Students may be entered into the program on a 'trial basis' if space allows.====
 * **Stage 3:** Alternative Pathways-- possible sources of alternative data include, "parent nominations, tests of creativity, self-nominations, [and] product evaluations."
 * **Stage 4**: Special Nominations-- allow resource teachers and core subject teachers from previous years to
 * ====__**Implementation Stages-**__ the final two stages involve communicating with parents and keeping an eye out during the school year for any sudden emergence of gifted behaviors.====
 * **Stage 5: Parent Orientation-** notify parents and students of placement. Do not emphasize being 'gifted' in order to prevent elitism. Instead, explain the nature of the program and how its goal is to //elicit gifted behaviors//
 * **Stage 6: "Action Information Nominations"**- throughout the year teachers look for 'turn ons' in the classroom. Teachers look for students who become unusually excited during a part of the curriculum and make a note to observe that student to decide whether gifted services are needed.

**Identification Recommendations**

 * (**Renzulli, J. S. (n.d.). //A practical system for identifying gifted and talented students//.)
 * ====Focus on identifying gifted behaviors.====
 * ====Keep in mind the Talent Pool might exceed 15% of the student population if you are in a high achieving school with a large number of high ability students.====
 * ====Consider your student's talent in relation to overall school population rather than a general population for schools with a high proportion of students who are under-identified and at risk.====
 * ====Use training and orientation to ensure that all teachers are knowledgeable of gifted behavioral characteristics. Teacher recommendations often serve as a central mechanism for recommendation.====
 * ====Use a variety of identification protocols.Don't use alternative methods of identification as a way to give students "a ticket to take an individual or group ability test."The test score should not always be the final deciding factor.====
 * ====Don't distinguish between students who are identified as gifted based on the way that they were referred. Those who qualify based on test scores are not the 'truly' gifted.====

= **Curriculum Compacting** =

**Curriculum Compacting Process**

 * (**Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992))
 * ====**Step 1**: Identify objectives that are essential and cannot be learned without formal or sustained instruction vs. those that can be learned in an accelerated way and independently.====
 * ====**Step 2:** Find appropriate pre-tests for your objectives to measure which objectives have and have not been mastered by your students, and any problems that may be causing students to not master objectives.====
 * ====**Step 3:** Identify students who might benefit from curriculum compacting, using various sources of evidence: class records, grades, teacher evaluations, etc.====
 * ====**Step 4**: Pretest the students. Criteria for mastery should be 90% or higher on the pre-test. Partial mastery would be 80% or higher on the pretest.====
 * ====**Step 5**: Remove instruction time for students who have already mastered certain objectives.====
 * ====**Step 6**: Remove repetition for students who need less time to master objectives.====
 * ====**Step 7**: Offer enrichment alternatives====
 * ====**Step 8**: Keep records of data for defense of compacting and for future compacting use.====
 * ====For a helpful visual on the steps on how to compact the curriculum, click here: [|http://daretodifferentiate.wikispaces.com/file/view/Steps+for+Curriculum+Compacting.pdf]====

**Curriculum Compacting Recommendations**

 * (**Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992))
 * ====Start small====
 * ====Compact by content area and topic====
 * ====Use a variety of pre-assessments====
 * ====Use a variety of alternatives====
 * ====Use a documentation system that is set up before starting====

= **Enrichment Clusters** =

**Enrichment Cluster Development**
>> 2. What products do they create and/or what services do they provide? >> 3. What methods do they use to carry out their work? >> 4. What resources and materials are needed to produce high quality products and services? >> 5. How and with whom do they communicate the results of their work? >> 6. What steps need to be taken to have an impact on an intended audience?**"**
 * (**Renzulli, J. S., Gentry, M., & Reis, S. M. (n.d.). //A time and a place for authentic high-end learning//.)
 * ====**Step 1**: Your enrichment cluster should be about a topic that you have a passion for. Keep a list of topics that you are interested in.====
 * ====**Step 2:**Reflect on your topic and ask yourself these six questions--====
 * **"**1. What do people with an interest in this topic or area of study do?
 * ====**Step 3**: Explore answers to your key questions by speaking to professionals, reading how-to books, and look for public opportunities for students to share their work.====
 * ====**Step 4:** Write your description using action verbs and emphasizing experiences rather than learning.====
 * ====**Step 5**: Introduce students to one another, to you, and to the topic.====
 * ====**Step 6**: "Escalate Content and Process" to protect against accusations that the clusters are only fun and games. If you treat students as budding experts and hold those expectations, students will develop essential higher order thinking, creative thinking, and research investigation skills.====

**Enrichment Cluster Recommendations**
Unless otherwise noted, information from**: (**Renzulli, J. S. (n.d.). //How to develop an authentic enrichment cluster//.)
 * ====Work in enrichment should be ungraded.====
 * ====Encourage work that is interdisciplinary.====
 * ====Tasks must be in response to real world situations. It must develop a product or provide a service.====
 * ====All teachers-- including resource and non-core subject teachers-- should be involved and facilitate clusters.====
 * ====Create a special time in the schedule to guarantee enrichment time for all students.====
 * ====Enrichment clusters are not mini-courses. Teachers should facilitate student exploration of topics, not focus on teaching specific skills. Students should learn content and skills through investigation, not through prescribed content and skill goals.====
 * ===="Academicize" clusters by taking perspective of scholars and experts on topics as they investigate problems. Look at topics through multiple lenses. For example, on a cluster on quilting, have students look at the history of quilting, geometry of quilting shapes, the techniques of quilting, etc. (Renzulli, J. S. (n.d.). //Things you can do to "academicize" the content of your enrichment clusters: A case study//.)====