The document outlines the Schoolwide Enrichment Model developed by Angela M. Housand, which emphasizes enhancing the educational experience for gifted and talented students through interest-based enrichment clusters. It discusses various teaching strategies like curriculum compacting and differentiation to better cater to the unique abilities and learning styles of these students. The model encourages collaboration among students and teachers, focusing on developing individual talents and interests while promoting advanced development in academic areas.

1. Implementing the
Schoolwide Enrichment
Model
Angela M. Housand
University of North Carolina, Wilmington
Nova Scotia Summit 2012

2. NRC The National Research Center
G/T on the Gifted and Talented
www.gi%ed.uconn.edu

3. Joe Renzulli and Sally Reis
And other amazing people…

4. Traded in My Last Name

5. angelahousand.com

6. Graduated and Got a Job…
Watson School of Education
Angela Housand, Ph.D.
housanda@uncw.edu

7. Today I Have the Honor

9. 3 Ring Conception of Giftedness

10. Talent
Can Be
Developed
latent emergent manifest

13. Gifted Artist
Talented Mathematician
Use “defining” terms as adjectives:
Talented Musician
Gifted Writer

15. Gifted Behaviors NOT Gifted People!

16. School
House
Gi*edness
Crea&ve
Gi*edness

17. Teacher
Pleaser
Mischief
Maker

18. ONE SIZE DOES NOT FIT ALL

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23. Enrichment
Clusters
Groups
of
students
who
share
common
interests
and
come
together
during
special
&me
blocks
to
pursue
these
interests
with
adults
who
share
their
interests
and
want
to
help
students
develop
their
talents
in
this
area
and
produce
a
product
or
service!

24. Features
of
Enrichment
Clusters
Mul&-­‐age
Interest-­‐Based
Product-­‐Oriented
Teacher
as
Facilitator
and
Par&cipant

25. 20%

26. Prospect
Sierra

27. Amphibious
Vehicle

28. Amphibious
Vehicle

29. What Skills Are Required?
 Problem Finding
 Calculating
 Organizing (relevant from irrelevant)
 Planning
 Communication
 Collaboration
 Metacognitive

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33. Joseph S. Renzulli
Abilities Interests Style Preferences
Maximum Instructional Learning Thinking Expression
Performance Interest Styles Environment Styles Style
Indicators Areas Preferences Preferences Preferences Preferences
Tests Fine Arts Recitation & Drill Written
Inter/Intra Analytic
•Standardized Peer Tutoring
Crafts Personal (School Smart)
Lecture Oral
•Teacher-Made Literary •Self-Oriented
Lecture/Discussion
Course Grades Synthetic/
Historical Discussion •Peer-Oriented Manipulative
Teacher Ratings Creative
Mathematical/Logical Guided Independent •Adult-Oriented
Product Evaluation (Creative,
Study * Inventive) Discussion
•Written Physical Sciences •Combined
Learning /Interest
•Oral Life Sciences Center Physical Display
Practical/
•Visual Political/Judicial Simulation, Role Playing, •Sound Contextual
Athletic/Recreation Dramatization, Guided •Heat (Street Smart) Dramatization
•Musical
Fantasy
•Constructed Marketing/Business •Light
Learning Games Legislative Artistic
(Note differences between Drama/Dance Replicative Reports or •Design
assigned and self-selected
Musical Performance Projects* •Mobility Executive Graphic
products)
Musical Composition Investigative Reports or •Time of Day
Level of Participation
Projects* Judicial Commercial
in Learning Managerial/Business •Food Intake
Unguided Independent
Activities Photography •Seating
Study* Ref: Sternberg, Service
Degree of Interaction 1984, 1988, 1990
Film/Video Internship*
With Others Ref: Amabile, 1983;
Computers Apprenticeship* Ref: Kettle, Renzulli,
Dunn, Dunn, & Price, & Rizza, 1998;
Ref: General Tests and Other (Specify) *With or without a mentor 1977; Gardner, 1983 Renzulli & Reis, 1985
Measurements Literature
Ref: Renzulli, 1997
Ref: Renzulli & Smith, 1978

34. Interest-A-Lyzer

38. Learning Styles Inventory
Sample Items (Renzulli & Smith)…
Really Dislike……..Really Like
Being a member of a panel that 1 2 3 4 5
is discussing current events
Working on your own to prepare 1 2 3 4 5
material you will discuss in class

42. • Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision
of the future
• Viewed as
Useful
(Eccles & Wigfield)

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45. Ways to Differentiate Content
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Independent Projects
• Tiered Lessons
• Interest Development Centers
• Compacting

46. When once the child has
learned that four and two
are six, a thousand
repetitions will give him no
new information, and it is a
waste of time to keep him
employed in that manner.
J.M. Greenwood
Principles of Education Practically Applied, 1888

47. Approximately 40-50% of
traditional classroom
material could be eliminated
for targeted students.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist,
J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research
Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."

48. When teachers eliminated as much as
50% of the curriculum, no differences
were found between treatment and
control groups in most content areas.
In fact, students whose curriculum was
compacted scored higher than control
group students in some areas.
Reis, S. M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J.H., Rogers, J.B., & Smist,
J.M. (1993). Why not let high ability students start school in January? The curriculum compacting study (Research
Monograph 93106). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut."

49. What is Curriculum Compacting?
• Modifying or streamlining the regular
curriculum
• Eliminating the repetition of previously
mastered material
• Upgrading the challenge level of the regular
curriculum
• Providing time for enrichment and/or
acceleration activities while ensuring
mastery of basic skills

50. Compacting
Eliminates boredom
resulting from
unnecessary drill
and practice.
Provides challenge
leading to
continuous growth.

52. INDIVIDUAL EDUCATIONAL PROGRAMMING GUIDE
The Compactor Prepared by: Joseph S. Renzulli
Linda M. Smith
NAME__________________________________ AGE________ TEACHER(S) _______________________ Individual Conference Dates And Persons
Participating in Planning Of IEP
SCHOOL _______________________________ GRADE_____ PARENT(S) ________________________ _______ _______ _______ _______
CURRICULUM AREAS TO BE CONSIDERED PROCEDURES FOR COMPACTING BASIC ACCELERATION AND/OR ENRICHMENT
FOR COMPACTING Provide a brief description of MATERIAL Describe activities that will be used to ACTIVITIES Describe activities that will be used to
basic material to be covered during this marking period guarantee proficiency in basic curricular areas. provide advanced level learning experiences in each
and the assessment information or evidence that area of the regular curriculum.
suggests the need for compacting.
Name it. Prove it. Change it.
What material needs to be Exactly what material is to be What enrichment and/or
covered? excluded? acceleration activities will be
included?
What evidence shows a need for How will you prove mastery? Independent Study Acceleration
compacting? Mini-courses Honors Courses
College Courses Mentorships
Small Group Investigations
Work Study
Check here if additional information is recorded Copyright © 1978 by Creative Learning Press, Inc. P.O. Box 320 Mansfield Center, CT 06250. All rights reserved.
on the reverse side.

53. Ways to Differentiate Content
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Independent Projects
• Tiered Lessons
• Interest Development Centers
• Compacting

54. Tiered Lessons
" Varied level of activities
" Designed to ensure that students
explore ideas at a level that builds on
prior knowledge
" Prompts continued growth

55. Tiered
Lessons

56. Tiered
Lessons

57. Tiered
Lessons

58. Why Use Tiered Instruction?
Maximizes the likelihood that
 Each student comes away with key skills and
understandings.
 Each student is appropriately challenged.
 Each student avoids work that is anxiety-
producing (too hard) or boredom-producing
(too easy)

59. What Can Be Tiered?
" Assignments " Experiments
" Activities " Materials
" Homework " Assessments
" Learning Centers " Writing Prompts

60. Ways to Differentiate Content
• Varied Texts
• Accelerated Coverage of Material
• Varied Supplementary Materials
• Independent Projects
• Tiered Lessons
• Interest Development Centers
• Compacting

61. The Illusion of Choice

62. Independent
Projects
• Build on student interest
• Encourage independence
• Allow work with complex and abstract ideas
• Enable long-term and in-depth work on topics of
interest
• Develop task commitment and self-regulation
• Teach planning and research skills at advanced
levels

63. Schoolwide
Enrichment
Model
2SEM
2SEM?

64. Garner
Support
Buy-­‐In

65.  Administrator(s)
 Art Teacher
 Music Teacher
 Technology
Specialist
 Media Specialist
 Social Worker/
Counselor
 Parents & Teachers

66.  Motivated
 Willing
 Inclusive

68. Recruit Individuals to Provide
Enrichment

69. Parents & Community
• Hold an informational meeting for
parents
• Send emails home to all families
• Write letters to local businesses and
community leaders
• Write to the paper

70. Exposure to a Wide Variety
• Disciplines • Persons
• Topics • Places
• Occupations • Events
• Hobbies

71.  IdentifyTeacher & Student Interests
 Organize Enrichment Clusters
 Review Enrichment Materials
 Provide Ongoing Teacher Training on SEM
 Plan Enrichment Opportunities

73. Difficulties you WILL Encounter
• TIME • Students Who Have
• SPACE too Many Interests
• MONEY • Students Who Lose
• Scheduling Interest
• Conflicts with Test
• Isolation
Preparations
• Communication
• Feeling
• Philosophical OVERWHELMED
Differences

74. Keys to Success
• Be FLEXIBLE • Ignore “Nay-Sayers”
• Develop Good PR • Suck Up
Skills • Engage the
• Start small Community
• Work with • Find Authentic
“Trailblazers” Audiences

75. Never doubt that a small group
of thoughtful, committed
citizens can change the world.
Indeed, it is the only thing that
ever has.
-Margaret Mead