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Elementary Enrichment Program Questions and Answers
What do we mean when we refer to enrichment? Is it the same as a gifted and talented program? Enrichment is the model to serve gifted and talented learners. The definition of gifted and talented in Montgomery Township is a student who demonstrates academic talent in math, and/or language arts. The enrichment program enriches the curriculum and instruction that these students receive. What is the Montgomery Township philosophy of educating talented students, and why do we use this model? Every student should be provided with experiences that promote critical thinking, problem solving, reasoning, and communication in ways that are appropriately challenging. Many students demonstrate a mastery of the objectives of the basic curriculum and need additional enrichment. Enrichment activities either extend the curriculum into new areas or provide a greater depth of treatment in the existing curriculum. While classroom enrichment activities are a normal part of the instructional program for ALL students, the needs of students with exceptional abilities should be provided for through appropriate placement, grouping strategies, and individually structured learning plans. The identification of students with exceptional abilities should be multi-faceted, relying on a variety of assessment procedures. Students with exceptional abilities often learn earlier, faster, and/or differently. They benefit from working with other students who have similar abilities as well as sharing in the interactions of heterogeneous groups. Specialized learning opportunities are necessary to enable students with exceptional abilities to meet their potential. How are children identified for inclusion in the elementary enrichment program? Students in grades K-2 are identified for enrichment based on their progress and performance in developing literacy skills (reading, writing, and spelling). Students in grades 3-5 are identified based on their math and literacy performance. Multiple in-class measures that are part of the regular curriculum and administered to all students are used for identification. How are parents notified of the placement? A letter will be sent to all parents in March discussing the program and placement progress. Parents of identified students are notified of the placement by the principal via letter in the late spring or early summer. Parents may accept or decline the placement. Will students who are currently in the program be included in the program the following year? Students are reassessed every year for inclusion in the program. Since development and performance levels vary so greatly at the elementary level, students may enter and exit the program from year to year. For example, a student may be significantly above grade level in literacy skills during grade 1, and on-level during grade 3 when his or her peers progress. Conversely, a student may be on- or below-level in grade 1 and "take off" in reading or math during grades 2 or 3. What can parents do if they believe their child should be identified in the program, and the child is not identified for inclusion? Parents may contact the building
principal to initiate a placement reconsideration. Each building has
an enrichment placement committee established which consists of the
principal, guidance counselor, and directors of math and language
arts. The committee will review all pertinent student assessment
data, may conduct further assessment of the student, and will
determine if the student should be placed in an enrichment cluster.
Where can parents find more information about the enrichment program? Detailed information, including the district curriculum, regarding the elementary student enrichment program can be found on the district's website. Questions about student placement should be directed to the building principal. Inquiries about the program in general may be directed to the building principal or the Assistant Superintendent for Instruction.
Websites for Parents of the Gifted Learner
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