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Guilderland's
enrichment
program
Meeting
the
needs
of
each
individual
student
has
always
been
a
goal
of
the
Guilderland
Central
Schools.
Our
efforts
to
provide
exciting
and
innovative
enrichment
programs
are
guided
by
the
beliefs
that:
-
The
daily
classroom
will
provide
challenges
and
opportunities
for
enrichment
for
all
students.
-
Students
may
demonstrate
the
potential
for
giftedness
under
a
variety
of
conditions
and
that
flexible
programming
supports
this
concept.
-
Programs
and
opportunities
for
enrichment
beyond
the
classroom
environment
will
emerge
both
from
the
regular
curriculum,
as
well
as
the
expressed
interests
of
students.
Philosophy
of
the
enrichment
program
Our
philosophy
toward
enrichment
programming
is
based
on
the
guidelines
suggested
by
experts
in
the
field
of
gifted
education
and
on
the
writings
of
Howard
Gardner,
David Sousa, Donald Treffinger
and
Joseph
Renzulli:
"The
school
we
envision
commits
itself
to
fostering
students'
deep
understanding
in
several
core
disciplines.
It
encourages
students'
use
of
that
knowledge
to
solve
the
problems
and
complete
the
tasks
that
they
may
confront
in
the
wider
community.
At
the
same
time,
the
school
seeks
to
encourage
the
unique
blend
of
intelligences
in
each
of
its
students,
assessing
their
development
regularly
in
itelligence-fairways."
–
Howard
Gardner
"The
approach
is
never
a
‘one
size
fits
all’
model
and
always
offers
many
options,
depending
on
the
range
of
interests
and
abilities
of
the
students.
And
the
nature
and
duration
of
activities
is
determined
by
an
ongoing
analysis
of
students'
strength
and
talent
needs."
–
Donald
Treffiger
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About
the
program
Enrichment is a term used
to describe extensions of curriculum both within and outside
of the classroom. Through enrichment activities, we strive
to provide interesting and meaningful experiences to
strengthen and expand opportunities to sharpen academic
skills, such as research, creative problem solving, and
cooperative thinking.
Enrichment takes a variety
of forms. Activities occur regularly in our classrooms. The
district’s enrichment philosophy has contributed in large
measure to our educational program which is based on
differentiating instruction for every child. For example,
the language arts program emphasizes choice, independent
reading, and writing based on personal meaning and
discussion. Teachers confer with students to advance each
child’s thinking, comprehension, and writing. The math
program presents concepts in such away as to allow several
levels of understanding; each lesson provides opportunities
for enrichment. In this way, students continually benefit
from individual enrichment; they are not tied to a
curriculum in which they must do exactly what every other
student does.
Another element of our
enrichment program is small group pull-outclasses which are
generally taught by the enrichment teacher and/or assistant
teacher. Topics for pull-outclasses are often suggested by
classroom teachers based on student interest and enthusiasm
about a topic. Pull-out classes usually meet weekly for a
half-hour period over 4-6 weeks; some programs may run
longer.
Enrichment classes can also
take place after school. Independent study can also be a
feature of enrichment. This option allows motivated
individual students to explore a particular area of
interest. Independent work may be done with guidance and
support from the classroom teacher and/or enrichment
teacher.
2006-07
Enrichment
teachers
Robin Michaels -
Altamont Elementary School and Lynnwood Elementary School
Elizabeth Whiteman - Pine Bush Elementary School
Robert Whiteman -
Guilderland Elementary School and Westmere Elementary
School
Deb Escobar - Farnsworth Middle School
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How
are
students
selected
for
pull-out
and
enrichment
classes?
When a small group pull-out class is to be offered, classroom teachers at the selected grade level are asked to choose students for the course based on criteria communicated by the enrichment teacher. The criteria may include aptitude in certain areas, inquisitiveness, interest in the subject matter, etc. In addition to aptitude, essential elements to being successful in enrichment classes include task commitment, interest, and motivation. Testing is not used to identify students for pull-out classes.
The classroom teacher must also consider whether the student can easily learn material that may be covered in the classroom while the student is at an enrichment class.
Prior to the first group meeting of an enrichment class, the teacher sends home a letter to parents which describes the program and denotes the dates and times it meets. Parents are encouraged to call the enrichment teacher with any questions they may have. Additionally, for students who attend an after-school enrichment class, parents are sent a note to sign and return to give permission for their child to stay after-school.
It is important to note that the enrichment program at Guilderland is not only for "really smart" or "highly gifted" students. While it is true that the enrichment program in our district is designed to provide additional instruction and study for students of high ability, it is also important to us that any child who has the potential to benefit from enrichment be given the opportunity. Many enrichment activities take place in the regular classrooms, and are intended to reach all students. Pull-out classes and after-school classes are often made up of students with high ability, but any student who demonstrates interest, ability and motivation for a particular area of study may be selected as well.
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