The Enrichment Eagles - Dunlap Community Unit School District #323

Report
The Enrichment Eagles
NO CHILD LEFT…..BORED
Becky Kuethe & Monica McComb
The Dunlap Community will empower all
student to excel in a global community.
Our Focus Areas…
1. Are we truly creating
CRITICAL THINKERS?
2. Are we truly providing
opportunities for all students to
learn at different rates and in
different ways?
3. Are we improving student
growth and achievement to
the best of our abilities?
Continuous
Improvement
•Opportunities for improvement…
•Fulfilling our strategic plan
•Increasing stakeholder satisfaction
•Providing students with the best education
possible
•Meeting academic needs of the advanced
learner
STAKEHOLDERS
Stakeholder Perceptions…

Are our stakeholders happy?

According to the Harris Poll
Survey, lack of enrichment
opportunities is a problem among
all stakeholders polled.
Stakeholder Solutions

November 2011 District Leadership Team Meeting




Allow teachers time for creativity
Infuse technology and online learning
Intervention time for advanced students
Use data to help identify students for appropriate services
Professional Learning Communities

Now that we are almost through our first
year of PLCs, what’s next?

Question 4: How do we respond when
students already know?
Professional
Learning Communities
Once Question 4 is answered, PLC
teams can add resources they have
created to their curriculum maps.
Teachers throughout the district
can then share enrichment activities
they have created during PLC time.
Enrichment Eagles

The Dunlap School System is ready for an
enrichment program….



Data is evident
Time for professional growth is already allotted (PLCs)
Multiple tools and resources already available (ATLAS)
Vision

Curriculum Council Subcommittee

These students require differentiated
education programs BEYOND those
provided by the general education curriculum.
Who will be served?

Children who demonstrate exceptional levels of
intellectual, creative, artistic, and/or leadership abilities.
How will
students be identified?
Components

COGAT- Cognitive Abilities Test

Renzulli-Hartman Scales:


Completed by teacher

Rates learning, motivational, creative and leadership characteristics of
superior students
IAS- Iowa Acceleration Scale

Completed by collaboration of parents and teachers

Given to students who are possible candidates for subject or grade
acceleration
How will
students be identified?
Additional Components



Parent Inventory
Benchmarking
 AIMS Web reading comprehension and math computation
ISAT Administered state wide to all students
 Measures student achievement relative to the Illinois Learning
Standards
Identification Timeline
The following tasks
will be completed in
an orderly fashion
throughout the year.
Enrichment Menu
Subject
or
Grade
Acceleration
Dunlap Academy
Scholastic Bowl
Odyssey of the Mind
RENZULLI Learning
What Program
Model will be used?

Tier I


Social and Emotional Needs

Odyssey of the Mind

Scholastic Bowl
Differentiation


Tier II


RENZULLI Learning
Dunlap Academy
Tier III

Grade Acceleration

Subject Acceleration
Tier I
Social and Emotional Needs

Scholastic Bowl/Odyssey Of the Mind
 4th and 5th grade program/club
 Potential opportunities for 3rd graders
 Two programs create different challenges and meet varying interests
of students
 One sponsor per school
 Meet on a weekly basis
Tier I

Academic Needs
 Differentiation in the classroom

RENZULLI Learning
• Online profiler for each individual student that matches
him/her to 3,000-5,000 online enrichment activities
• Online field trips, videos, projects, tasks, and games
• Promotes 21st century skills while complementing their
learning styles and interests
• Renzulli Profiler, Enrichment Search Engine, Personal
Success Planner, and Grouping and Reporting Tools
• Children go online during school day when grade level
expectations have been met
• Enrichment Eagles Sponsors will facilitate qualifying students
through the online academy.
Tier II

Social and Emotional Needs

Dunlap Academy
 Video Conferencing
 Through the use of technology students will use
ADOBE Connect to discuss current issues
 After school sessions
 Share Dunlap Academy projects
 Promote higher order thinking skills
Tier II

Academic Needs

Differentiation in the classroom

DUNLAP ACADEMY
• Created during the summer prior to the start of the school year by
enrichment coordinator and sponsors
• Online academy that mimics a college course run through a program called
Haiku
• Students will participate in different components:
• Current Events: Weekly research, discussions, posts and video
conferencing
• Independent Studies
• Topic-related, project based activities that address all content areas
and vary by grade level
• Children go online during school day when grade level expectations have
been met
• Several teachers in the district will facilitate “x” amount of students
through the online academy.
Tier III

Acceleration

Subject Based (future implementation)
 Students move to a different grade level for one
subject area
Tier III
Acceleration
 Grade
 Students skip grade level entirely
“Acceleration is the most effective curriculum
intervention for highly capable students.” – A
Nation Deceived

Parent Handbook

According to A Nation Deceived: “It is important for
parents to be fully involved in the decision-making
process about their child's acceleration.”

In order to address this, a parent handbook will be
created that explains:
 The Enrichment Eagles Program Design
 The testing process
 Terminology
 Programs available outside the Dunlap
Community Unit School District #323
Moving Forward
Educational equity does not mean educational
sameness. Equity respects individual differences in
readiness to learn and recognizes the value of each
student.
The key question for educators is not whether to
provide a program for students who excel, rather
WHAT FORM OF ENRICHMENT
works for us!
Force Field Analysis

Define the desired change or
action (agree on a simple
statement

Brainstorm the driving forces
and restraining forces

Prioritize the driving forces
and restraining forces
(identify the critical few- rank
order from top to bottom)

List action to be taken
(focusing on the critical few
driving and restraining forces)

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