Cover Page
Enrichment Program Curriculum Committee
Members: Updated Fall 2007
Suzan Bates - Enrichment Coordinator K-8
Lisa Swift, - Primary K-2
Sue Kelly, - 4th/5th
Danielle DeCamp - Junior High 6-8
Members: Updated March 6, 2003
Suzan Bates - Enrichment Coordinator K-8
Julie Cowan, - Primary K-3
Marilyn Birz, - 3rd/5th
Danielle DeCamp - Junior High 6-8
Table of Contents
Cover Page 1
District Mission, Vision and Beliefs About Learning 6
Statement of Philosophy for the East Prairie Enrichment Program 7
Introduction to the East Prairie School Enrichment Program 7
CAC Definition of Curriculum Terms 8
Enrichment Curriculum Definition of Terms 10
CAC Definitions of Achievement 12
Bibliography of Research 13
The Enrichment Program Components 23
1. Philosophy of Delivery of Instruction for General Classroom Enrichment 23
Beliefs About Teaching General Classroom Enrichment 23
Recommended Teaching Strategies and Tools Based Upon Best Practices for General Classroom Enrichment 24
Student Goals/Benchmarks for General Classroom Enrichment 25
K-8 Skills Scope and Sequence for General Classroom Enrichment 26
Student Goals and Benchmarks for Kindergarten through Third Grades General Classroom Enrichment 27
Student Goals and Benchmarks for Fourth and Fifth Grades General Classroom Enrichment 28
Student Goals and Benchmarks for Sixth Through Eighth Grades General Classroom Enrichment 29
Cross Reference to State Standards for General Classroom Enrichment 31
Measurable Outcomes for General Classroom Enrichment 31
Major Topics and Themes for General Classroom Enrichment 31
Assessments for General Classroom Enrichment 31
Rationale for Assessments for General Classroom Enrichment 31
Recommended Assessment Techniques for General Classroom Enrichment 32
Assessment Samples for General Classroom Enrichment 32
Multi-dimensional Assessments for General Classroom Enrichment 32
Sample Curriculum Units for General Classroom Enrichment 33
Kindergarten through Second Grades Career Exploration in General Classroom Enrichment 33
Third Grade Problem Solving General Classroom Enrichment 35
Third Grade Career Exploration in General Classroom Enrichment 36
Fourth and Fifth Grade Problem Solving in General Classroom Enrichment 38
Sixth Grade Word Play for Literacy in General Classroom Enrichment 39
Seventh Grade Etymology for General Classroom Enrichment 41
Eight Grade Publishers’ Studio for General Classroom Enrichment 42
Multi-Dimensional Assessment Samples for General Classroom Enrichment 45
Kindergarten through 2nd grades Career Exploration 45
Kindergarten through 2nd grades Career Exploration 46
3rd through 5th grades Problem Solving 47
3rd through 5th grades Problem Solving 48
6th Grade Word Play for Literacy Activity 49
6th Grade Word Play for Literacy Activity 50
7th Grade for Etymology 51
8th Grade for Publishers’ Studio 52
2. Philosophy of Delivery of Instruction for Enrichment Workshops and Independence Studies 53
Beliefs About Teaching Enrichment Workshops and Independence Studies 53
Recommended Teaching Strategies and Tools Based Upon Best Practices for Enrichment Workshops and Independent Studies 55
K-8 Scope and Sequence for Enrichment Workshops and Independents Studies 56
Student Goals and Benchmarks for Enrichment Workshops and Independents Studies 56
Cross Reference to State Standards for Enrichment Workshops and Independents Studies 56
Measurable Outcomes for Enrichment Workshops and Independent Studies 57
Major Topics and Themes for Enrichment Workshops and Independent Studies 57
Assessments for Enrichment Workshops and Independent Studies 58
Rationale for Assessments for Enrichment Workshops and Independent Studies 58
Recommended Assessment Techniques for Enrichment Workshops and Independent Studies 59
Multi-dimensional Assessment Samples for Enrichment Workshops and Independent Studies 59
Sample Curriculum Units for Enrichment Workshops and Independent Studies 59
The Written Component of Enrichment Workshops and Independent Studies Curriculum Unit 59
The Product Creation Component of Enrichment Workshops and Independent Studies 72
The Affective Curriculum Unit of Enrichment Workshops and Independent Studies 77
3. Philosophy of Delivery of Instruction for the Accelerated Math 82
4. Philosophy of Delivery of Instruction for the Full-Day Pullout Enrichment Program 82
Beliefs About Teaching the Full-Day Pull-out Enrichment Program 82
Recommended Teaching Strategies and Tools Based Upon Best Practices for Full-Day Pullout Enrichment 83
5-8 Scope and Sequence for Full-Day Pullout Enrichment 84
Student Goals and Benchmarks for Full-Day Pullout Enrichment 84
Cross Reference to State Standards for Full-Day Pullout Enrichment 84
Measurable Outcomes for Full- Day Pullout Enrichment 85
Major Topics and Themes for Full- Day Pullout Enrichment 85
Assessments for Full-Day Pullout Enrichment 86
Rationale for Assessments for Full- Day Pullout Enrichment 86
Recommended Assessment Techniques for Enrichment Workshops and Independent Studies 86
Sample Curriculum Units for Full-Day Pullout Enrichment 87
Multi-dimensional Assessment Samples for Full-Day Pullout Enrichment 87
The Affective Curriculum Unit of Full-Day Pullout Enrichment 87
Parent Brochure of the Enrichment Program Description 94
Appendix A 95
East Prairie Enrichment Program Comprehensive Plan 95
District Mission, Vision and Beliefs About Learning
1:30
SCHOOL DISTRICT ORGANIZATION
School District Philosophy
Vision
East Prairie School District #73 will create a learning organization that promotes experimentation, invention and personal growth so that all learners will be successful in a global society.
Mission
East Prairie School District #73 will educate and provide all students with challenging experiences to become self-motivated learners.
Beliefs About Learning
East Prairie School Community believes that:
• All children can learn.
• Respect and responsibility are crucial to an effective learning environment.
• Enriched educational opportunities and varied experiences help children learn their potential.
• Diversity in the community enriches a child’s appreciation of other cultures.
• Technology and other media-related tools help stimulate learning for children.
• Collaborative experiences enhance learning and interpersonal skills.
• A safe and secure environment is essential for learning.
• Multi-dimensional assessment reveals a child’s potential and achievement.
• High expectations help children reach their potential for academic and personal growth.
• A supportive and creative environment motivates children to achieve.
• Responsible management of funds will contribute to quality education for children.
• Open and honest communication is essential for a quality school.
• Education of the whole child is mandatory for a successful educational experience.
• A collaborative relationship among staff, administration, Board of Education members, parents and the community creates a positive learning environment.
CROSS REF: 6:10 and ADOPTED: 9/16/98
Statement of Philosophy for the East Prairie Enrichment Program
(Excerpt from the East Prairie Enrichment Program Comprehensive Plan)
In seeking to provide a positive and effective learning environment with a commitment towards the highest possible standard of education for each child, District #73 recognizes the need to provide special accommodations in education programs for identified gifted and talented students (approximately 5%-7% of the student population.)
District #73 concurs with the view of the Illinois State Board of Education that the gifted and talented students “need and can profit from special planned educational services beyond those normally provided by the standard school program.”
Because of these students’ unique abilities and learning needs, the education environment must be challenging and appropriate to assist the students in taking the responsibility for reaching their full potential with opportunity to strive and succeed. In cooperation with parents the East Prairies School staff will enhance the educational opportunities afforded these gifted students.
District #73 also recognizes that all students have gifts and talents, which can be, developed through consistent enrichment activities.
District #73 supports a balance between meeting the students’ needs for challenge and holding the integrity of working together as a learning community.
Introduction to the East Prairie School Enrichment Program
The East Prairie School Enrichment Program offers a variety of opportunities for students to develop their skills, interests and knowledge base. The program offers broadening (horizontal) enrichment opportunities for students. All services are referred to as Enrichment. The program offers a high level of flexibility in designing activities to meet individual, small group, and large group opportunities. Therefore the need to boast or brag by both adults and children is lessened as all students have access to Enrichment. This also lessens the stigma and/or the perception of elitism without sacrificing meeting the needs of East Prairie students.
The gifted and talented students enjoy the benefit of having their educational needs met with both broadened (horizontal) as well as accelerated (vertical) enrichment opportunities. These services are planned to meet student’s specific needs without undue labeling of the child. Needs are identified rather than children identified.
Enrichment begins with the classroom teachers. East Prairie School Vision and Mission statements as well as their Beliefs about Learning strongly support education for the whole child with diverse learning opportunities. Differentiated curriculum is used to meet these goals.
CAC Definition of Curriculum Terms
Curriculum Advisory Committee
DEFINITIONS
GOAL - broad statements of knowledge and/or skills that organize the subject matter of the learning area
STANDARDS/OBJECTIVES - specific statements of knowledge and/or skills in a goal
BENCHMARKS - specific learner expectations (what students should know and be able to do) by the end of a grade level
PERFORMANCE DESCRIPTORS - narrative statements that delineate criteria and describe how student performance meets the benchmark
REAL LIFE APPLICATIONS - transferring and using knowledge learned into everyday situations
BLOOM'S TAXONOMY - a model for levels of thinking which include:
Knowledge - recalling and recognizing information
Comprehension - understanding and explaining of information
Application - using learning in other situations
Analysis - recognizing parts and their relationships
Synthesis - using parts to create a new whole
Evaluation - judging based on criteria
THEME - broad concept (an umbrella)
TOPIC - narrow, specific idea (the raindrops)
SCOPE AND SEQUENCE - the "what and when" order of teaching topics, concepts, skills and information in a specific subject area
INTEGRATED CURRICULUM - content, concepts and skills from one or more subject areas are taught within one subject area
DIFFERENTIATION OF THE CURRICULUM - A differentiated curriculum offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. By contrast, a curriculum is not differentiated when assignments are the same for all learners and the adjustments consist of varying the level of difficulty of questions for certain students, grading some students harder than others, or letting students who finish early play games. It is not appropriate to have more advanced learners do extra math problems, extra book reports, or after completing their "regular" work be given extension assignments.
• ADAPTATION TO THE CURRICULUM
to change the presentation of the curriculum to meet the needs of the students
• MODIFICATION TO THE CURRICULUM
to change the curricular assignment requirements to meet the individual needs of the student
• HORIZONTAL CURRICULUM DIFFERENTIATION
to broaden the scope of the curricular area being studied
• VERTICAL CURRICULUM DIFFERENTIATION -
to accelerate a student in the area of study, out-of-level
ASSESSMENT - the process of gathering evidence of what a student can do, to give feedback about their progress
EVALUATION - the process of interpreting the evidence and making judgments and decisions based on it, a way of monitoring change and making improvements, judging instructional effectiveness/curricular adequacy
MULTI-DIMENSIONAL ASSESSMENT - an assessment process that gathers evidence of what a student can do via various instruments and types of assessment
Example of traditional assessments: multiple choice, true/false, forced choice, standardized testing, paper & pencil tests
Example of alternative assessments: portfolio, performance based, direct observations, anecdotal records
PERFORMANCE BASED ASSESSMENT - assessments requiring reasoning about recurring issues, problems and concepts that apply in both academic and practical situations students actively engage in generating complex responses requiring integration of knowledge and strategies, not just use of isolated facts and skills
• to perform or make a product in order to demonstrate knowledge and skills
AUTHENTIC ASSESSMENT - assessment strategies designed for relevant activities, skills and content knowledge that mirror "real world" situations and requirements
CRITERION REFERENCED ASSESSMENT - a measure of achievement of specific criteria stated as levels of mastery as measured against a standard or criterion rather than against performance of others that take the same test
CURRICULUM BASED ASSESSMENT - a measure of achievement of specific curriculum objectives stated as levels of mastery as measured against a standard or criterion of the group
PORTFOLIO ASSESSMENT - A portfolio is a collection of a student's work, which can be used to assess not only the outcome of learning, but also the process of learning. Using portfolios as a school improvement assessment tool, requires the ability to score both individual work and the whole portfolio against standards for each. A portfolio documents a student's overall effort, progress and achievement over time in one or more subject areas of the curriculum.
RUBRIC - a set of related scoring scales used for evaluating student work and assigning points to reflect the evaluation of that work
AH and CAC 9/8/99 and Revised: 9/29/99 and Approved by the Board of Education: 11/03/99
Enrichment Curriculum Definition of Terms
Accelerated Math - Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 6 and 16 in Appendix A as well as the East Prairie Math Curriculum.
Creativity - using originality, flexibility, elaboration and fluency to enhance performance and production (Torrance, 1968)
Critical Thinking - Characteristics include perseverance, resourcefulness, flexibility, meta-cognition, transference of knowledge, problem orientations, open mindedness, independence and the use of quality standards.
Enrichment - opportunities to enhance learning both horizontally and vertically: All services are referred to as Enrichment because there are different services designed for every student. Just as IEP’s for particular students are not labeled and posted but designed and implemented, so are the Enrichment services. This lessens the focus on elitism, labeling and unnecessary prejudices.
Full-Day Pullout Program - Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 6 and 17-21 in Appendix A.
General Classroom Enrichment- Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 5 and 8-12 in Appendix A.
Higher Order Thinking Skills - the ability to think creatively, make decisions, solve problems, visualize, reason, analyze, interpret, and to know how to learn
Independent Studies - Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 5 and 15 in Appendix A.
Meta-cognition - the conscious awareness of one's learning style; physical, emotional, social and cognitive habits; and one's interaction within daily living
Problem Solving - using a methodical process to solve various problems: Steps including assessing the problem, gathering information, evaluating the information in order to choose a solution and re-evaluating the outcome.
Reciprocal Teaching -The teacher models his/her own cognitive (thinking) and affective (feeling) processes (meta-cognition).
Workshops - Please refer to the East Prairie School Enrichment Program Comprehensive Plan pages 5 and 13 in Appendix A.
CAC Definitions of Achievement
Curriculum Advisory Committee
DEFINITIONS OF ACHIEVEMENT