Township School District recognizes the unique strengths and needs of all
students and is committed to providing a rich, comprehensive, and challenging
educational program for each student. While all students will thrive with a
differentiated curriculum, some students demonstrate exceptional strengths
which require further challenge and extension to the classroom curriculum. We
recognize that students learn in different ways and come to the educational
process with different schemata and levels of understanding.
must be respected and empowered to make decisions regarding their own
learning. In order for the students in the Enrichment program to feel a
sense of ownership over their learning, prior knowledge is accessed and built
upon through sensory experiences. Through integrated curriculum, learning
is more meaningful, purposeful, and functional. Therefore, newly acquired
schemata can be easily incorporated. Also, children are afforded
opportunities to explore topics of their own interest. Students must be
provided with an educational environment that is stimulating,
thought-provoking, and inviting. Because the classroom is theirs,
students take an active role in curriculum mapping, classroom design, and
choice of activities. Excitement for learning is contagious and should be
modeled so that children are excited, passionate, and curious and thoroughly
involved in their naturalistic learning. We believe in a child-centered
program which will address specific strengths and needs, and will involve a
team of adults from school, family, and community.
Township School's Enrichment Program reflects the belief that a curriculum,
which has been created collaboratively by the students in the program (with
guidance and modeling from the teacher) should be provided to those students
who have been identified by the district matrix to participate in the program. It is the district’s belief that this is not
a privilege but a right for the children. The program is designed to provide modeling,
partial participation, practice/rehearsal, and performance in the following
areas: creative and critical thinking; complex
problem solving; independent learning; and creative productivity. These key areas encompass the language arts,
science, social studies, math, visual and performing arts, research skills, and
foreign studies. Enrichment is dedicated
to providing inquiry-based education, which focuses on problem-solving hands-on
learning experiences. With the teacher
as a facilitator, the students will gain a deeper understanding of the core
curriculum, human issues, and social values.
Beginning the 2016-2017 school year, Springfield Township Elementary School will be implementing a school-wide enrichment program for all students. This will be achieved through weekly push-in technology instructions, which will support project-based learning and further equip our students with necessary 21st century skills. Furthermore, our district will be moving forward with implementing a Makerspace. A Makerspace inspires students to become participatory learners to uncover their talents, needs, and interests by making, producing, solving, creating, collaborating and thinking. This will afford our students with an opportunity to explore new and exciting concepts, driven by their own curiosity. In turn, as a school community, we can foster and enrich student learning, by providing them with a safe space to create, make, and innovate. In addition to the aforementioned services for students, identified fifth and sixth grade students will continue to receive pull-out enrichment once a week. These are students who currently receive pull-out enrichment services and qualified through multiple measures, including teacher recommendation and IQ scores. Access the Enrichment Handbook for more detailed information.
Assessments for pull-out Enrichment include observations of student performance during instructional activities,
performance tasks, use of portfolios, investigative projects, written reports
and journals, models, and demonstrations. These assessments tap
higher-level thinking as well as problem solving because they require students
to perform, create, or produce something. There is also a strong belief in
self-evaluation and parent/student/teacher conferencing.
have the ability to study content not available in the general curriculum.
develop convergent thinking skills (measuring, inferring, predicting,
evaluating, synthesizing, observing, summarizing, associating,
comparing,classifying, interpreting, analyzing, and problem solving).
develop divergent thinking skills (fluency, flexibility, elaboration,
develop evaluative thinking skills (judging)
develop visual/spatial perception skills (mental manipulation of shapes).
learn “how to learn” through inquiry, discovery, and investigation.
pursue interests and abilities
learn and socialize with other respected enrichment peers.
develop self-esteem and feel free to take risks in a self-directed
develop self-motivated, self-directed learning skills/strategies
foster enjoyment and appreciation of learning across all subject areas.
stimulate and facilitate in-depth thought on self-selected topics.
develop research strategies and skills.
develop evaluation skills of both processes and products (self-evaluation
develop respect and skill in a cooperative learning environment.
development a full range of communication skills (oral, written, creative
develop an understanding, respect, and appreciation of others, and a
fosters a challenging, inquiry-based, student-centered learning environment for
students in grades K – 6. All students are serviced through class weekly
visits. Fifth and sixth grade students are screened and also serviced in small
groups if they meet district requirements.