The Canandaigua School District Enrichment Program most closely matches that of Treffinger's Model consisting of a leveled delivery mode. The program's uniqueness is not only that it is based on many of the best models for gifted education, but that it services all students, including students from general and special education throughout the course of the school year. Students respond well to this program configuration because every student has a chance to participate. This model serves as an efficient means of extending and expanding our resources to successfully maintain the integrity of the district's mission - to provide every child with challenge and new learning according to need.
Enrichment opportunities are made available to ALL students with no prerequisites. Classroom Teachers, Special area Teachers, Enrichment Teachers, and the Arts in Education program help to provide a wide range of opportunities and experiences to expose students to the richness of culture, communities, new disciplines, topics, and careers in the hope that undiscovered interests and abilities may emerge. Examples include assemblies, visiting authors, performances, general interest field trips, and other classroom enrichment activities.
Opportunities at this level are open to MANY students and require expressed interest and/or notable ability. Level 2 activities are generally group programs with a pre-determined structure. This may involve art, music, drama, creative thinking, leadership, or critical thinking. Examples include Robotics, Student Council, student newspaper, and academic competitions.
These options address the individual or small group needs of SOME students who have demonstrated high ability in a specific curricular area and need modifications made to the curriculum. Services at this level accommodate and enhance developing gifted behaviors and must go hand-in-hand with task commitment.(Renzulli, Reis,1997) Classroom teachers are trained in Differentiation of Instruction to keep every student moving in an upward trajectory toward his/her individual potential. Building Enrichment Specialists provide classroom teachers with support through co-planning, co-teaching, lesson preparation, and gathering resources as requested. These needs are met mostly within the regular classroom utilizing strategies such as cluster grouping, curriculum compacting, curriculum extensions, and higher level thinking strategies. It is our District’s mission to provide challenge and new learning for every student according to need. Examples of Level 3 activities include Wordly Wise, Junior Great Books, Literature Circles, Continental Math League, and Math Olympiad.
Alternatives at this level serve the very FEW students whose unique academic or creative strengths require individual academic plans for one or more of the content areas. For these students Building Enrichment Specialists coordinate appropriate modifications such as research projects, interest centers, learning contracts, or acceleration in accordance with need. Whenever possible, these students remain within the regular classroom of peers.We provide for the children's academic needs while nurturing their social and emotional development.
The Four Components of the Enrichment Program Scope and Sequence.
For details at each grade level, click the links below.
- Engage in problem solving model which includes: Identify problem, plan and strategize, solve, examine and share results.
- Promote creativity in problem solving and brain storming.
- Predict outcomes based on an analysis of multiple forms of data that extend beyond the obvious and demonstrate insightfulness.
- Articulate understanding of concepts within and across disciplines.
- Interpret new knowledge and show connections to real world experiences.
- Identify multiple perspectives related to life situations.
- Generate questions to guide learning.
- Develop and utilize advanced vocabulary to express ideas and thinking process.
- Present information gained through individual inquiry orally and in written form.
- Design and use questions to explore ideas.
- Use multiple sources including the Internet to collect information.
- Analyze and evaluate information.
- Interact appropriately in a group.
- Demonstrate awareness of membership in numerous communities.
- Exhibit leadership in peer group.
- Evaluate and justify conclusions using logic.
- Promote creativity.
- Critique data, processes and ideas for critical elements and attributes and evaluate for credibility.
- Apply generalizations across disciplines and to real world issues.
- Generate new ideas through the synthesis of multiple sources of information and experiences.
- Compare, evaluate and differentiate solutions for problems to determine the better solution or compromise.
- Participate in discussion of advanced topics based on a questioning model.
- Use advanced vocabulary to elaborate in various forms of writing.
- Generate questions to guide individual inquiry.
- Utilize appropriate technology to present information.
- Create and utilize research questions based on Bloom’s Taxonomy.
- Compare and contrast data gathered from primary and secondary resources.
- Design and implement a research project utilizing a research model.
- Understand leadership roles and take initiative in group activity.
- Participate in community activities and/or service designed by others.
- Gain understanding of community and civic responsibilities as they relate to real world problems.
- Expand inquiry into multiple areas beyond and across the curriculum.
- Promote creativity.
- Select and use appropriate tools or processes to clarify and justify.
- Generate and design innovative solutions, processes, and materials.
- Collect and organize information to predict patterns and trends across disciplines.
- Examine and evaluate systems across disciplines.
- Compare and analyze multiple generalizations, patterns and trends across disciplines to determine critical attributes.
- Critically analyze using the language of the discipline.
- Initiate group discussion.
- Develop and utilize communication styles in language of a discipline.
- Use a variety of forms to communicate ideas gained through individual inquiry.
- Select and utilize the most effective form of communication, including technology, to present information and ideas.
- Examine a variety of research designs.
- Compare research designs of studies across disciplines.
- Gather and analyze data using complex data bases for independent research.
- Determine applicability of information gathered through research.
- Develop appropriate leadership skills.
- Identify opportunities in community activities and/or service.
- Initiate projects for the betterment of the community.
- Interpret how discoveries, ideas, knowledge and innovation impact culture and perspectives.
- Promote creative thinking.
- Use systems thinking to analyze knowledge across disciplines.
- Analyze generalizations and theories across disciplines.
- Predict patterns and trends across disciplines and determine implications, generate solutions to impending problems.
- Initiate and facilitate group discussion.
- Use advanced vocabulary to present original ideas and opinions to an audience of peers and/or experts.
- Present and/or publish original research or extended study enhanced by visuals and media in any discipline.
- Evaluate research designs across disciplines.
- Determine and utilize an appropriate design for independent study.
- Evaluate the results of original research to determine applicability and impact.
- Demonstrate a variety of leadership roles in formal and informal settings.
- Initiate community endeavors in a variety of settings.
- Evaluate individual or group impact on greater community and/or real world problems.