Program History
After three years of federally funded
"pilot" enrichment programming, the Georgia Elementary
and Middle School Board
initiated a half time position for an enrichment coordinator in
1990. During the first six years of the program, school wide
enrichment was stressed with an emphasis on integrated
units. The nature of the program has shifted because
teachers are implementing units independently and there is an
increased demand for gifted/enrichment services for individual
students and small groups. The coordinator's position is now
full time, and three staff members are also employed in part time
capacities.
Program Description and Goals
The Georgia Enrichment Program is
based on the Renzulli Triad Model. (Renzulli, 1977) This
model provides for: large group exploratory experiences, small
group training and thinking experiences related to content areas
and communication skills, and individual investigations.
The
enrichment teachers work closely with the classroom teachers in
grades K-8 to meet the following goals:
1. To provide high interest send
out classes to small groups of students who demonstrate the need
for challenging programming in various disciplines; classes
generally relate to: language arts, science, math, fine
arts, and independent study.
2. To provide consultation, support and services to teachers, students
and parents for individual children in need of gifted/enrichment
services.
3. To provide enrichment
programming to all students in regular classrooms with large group
instruction in such areas as: drama, cultural studies,
problem solving, chess, creativity and writing.
Program Components
The program consists of two
components:
1. The Enrichment Advisory Board which consists of school
personnel and community members; this group sets policy and
evaluates the program.
2. Enrichment Team Members who design, administer and
implement services.
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